The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors
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| Title: | The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors |
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| Language: | English |
| Authors: | Rodríguez, Inmaculada (ORCID |
| Source: | Educational Process: International Journal. 2022 11(2):7-25. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Elementary Education |
| Descriptors: | Teacher Competencies, Practicums, Mentors, Student Evaluation, Evaluation Methods, Cooperating Teachers, Preservice Teachers, Foreign Countries, Early Childhood Education, Elementary Education, Teacher Attitudes |
| Geographic Terms: | Spain |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This paper aims to examine school mentors' assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials/methods: A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results: From the perspective of school mentors, this study highlights that preservice teachers' competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers' personal competences than their professional competences. Conclusion: The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1356750 |
| Database: | ERIC |
| Abstract: | Background/purpose: This paper aims to examine school mentors' assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials/methods: A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results: From the perspective of school mentors, this study highlights that preservice teachers' competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers' personal competences than their professional competences. Conclusion: The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors. |
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| ISSN: | 2147-0901 2564-8020 |
