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Exploring Student Teacher Perceptions on the Benefits of the Teaching Practicum

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Title: Exploring Student Teacher Perceptions on the Benefits of the Teaching Practicum
Language: English
Authors: Poveda García-Noblejas, Belén (ORCID 0000-0002-0595-6963), Barceló-Cerdá, María-Luisa (ORCID 0000-0001-6652-733X), Rodríguez-Gómez, Inmaculada (ORCID 0000-0002-6264-6646), López-Gómez, Ernesto (ORCID 0000-0002-0679-5241)
Source: Journal of New Approaches in Educational Research. 2023 12(2):242-257.
Availability: University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
Descriptors: Preservice Teachers, Student Attitudes, Practicums, Teacher Education Programs, Program Effectiveness, Early Childhood Education, Elementary Education, Foreign Countries, Intellectual Disciplines, Gender Differences, Student Satisfaction
Geographic Terms: Spain (Madrid)
ISSN: 2254-7339
Abstract: This article examines student teacher perceptions regarding the benefits of the teacher education practicum. For this purpose, a cross-sectional study was performed using a questionnaire. Participants consisted of 455 students from the Early Childhood and Primary Education Degrees studying at a university in the Madrid community. The questionnaire was administered between the academic years of 2017/2018 and 2021/2022 (2019/2020 was excluded due to the pandemic), at the end of each practicum period of the 2nd, 3rd, and 4th year courses of the distinct teaching student cohorts. Results were analyzed based on a quantitative perspective, revealing relevant benefit and utility profiles, confirming that the variable that most modulates student perception is the Practicum period (finding lower scores for the intermediate practicum), followed by the gender variable, and finally, the Degree variable, which has the most stable results. These findings are discussed, highlighting certain proposals to improve teaching practicum programs, and to encourage a better knowledge of the teaching practicum in terms of its benefits and usefulness, considering the teacher candidate perspective.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396730
Database: ERIC
FullText Text:
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  Data: Exploring Student Teacher Perceptions on the Benefits of the Teaching Practicum
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  Data: <searchLink fieldCode="AR" term="%22Poveda+García-Noblejas%2C+Belén%22">Poveda García-Noblejas, Belén</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0595-6963">0000-0002-0595-6963</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barceló-Cerdá%2C+María-Luisa%22">Barceló-Cerdá, María-Luisa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6652-733X">0000-0001-6652-733X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rodríguez-Gómez%2C+Inmaculada%22">Rodríguez-Gómez, Inmaculada</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6264-6646">0000-0002-6264-6646</externalLink>)<br /><searchLink fieldCode="AR" term="%22López-Gómez%2C+Ernesto%22">López-Gómez, Ernesto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0679-5241">0000-0002-0679-5241</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+New+Approaches+in+Educational+Research%22"><i>Journal of New Approaches in Educational Research</i></searchLink>. 2023 12(2):242-257.
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  Data: University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain+%28Madrid%29%22">Spain (Madrid)</searchLink>
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  Data: This article examines student teacher perceptions regarding the benefits of the teacher education practicum. For this purpose, a cross-sectional study was performed using a questionnaire. Participants consisted of 455 students from the Early Childhood and Primary Education Degrees studying at a university in the Madrid community. The questionnaire was administered between the academic years of 2017/2018 and 2021/2022 (2019/2020 was excluded due to the pandemic), at the end of each practicum period of the 2nd, 3rd, and 4th year courses of the distinct teaching student cohorts. Results were analyzed based on a quantitative perspective, revealing relevant benefit and utility profiles, confirming that the variable that most modulates student perception is the Practicum period (finding lower scores for the intermediate practicum), followed by the gender variable, and finally, the Degree variable, which has the most stable results. These findings are discussed, highlighting certain proposals to improve teaching practicum programs, and to encourage a better knowledge of the teaching practicum in terms of its benefits and usefulness, considering the teacher candidate perspective.
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  Data: 2023
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  Data: EJ1396730
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 242
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Practicums
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Gender Differences
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Spain (Madrid)
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      – TitleFull: Exploring Student Teacher Perceptions on the Benefits of the Teaching Practicum
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