Publicado dic 1, 2008



PLUMX
Google Scholar
 
Search GoogleScholar


Salman Iliyan

##plugins.themes.bootstrap3.article.details##

Resumen

Este estudio compara la percepción del desarrollo profesional, por parte de los estudiantes, en dos aspectos del entrenamiento práctico: el entrenamiento práctico semanal y el entrenamiento práctico intensivo. El objetivo de la investigación es formar un concepto específico sobre la organización del entrenamiento práctico de los estudiantes. La pregunta de investigación es: de qué forma los estudiantes en entrenamiento perciben su desarrollo profesional en dos aspectos del entrenamiento –WPT y IPT. El principal hallazgo muestra que los estudiantes en entrenamiento sienten que el período de IPT contribuye más a su desarrollo profesional que el período de WPT.

Keywords

College Students, teaching Practice, KnowledgeEstudiantes universitarios, conocimiento, prácticas pedagógicasEstudiantes Universitários, Práticas Pedagógicas, ConhecimentoEstudiantes universitarios, prácticas pedagógicas, conocimiento

References
Abu Husain, J. & Esawi, M. (1996, June 30-July 4). Teacher-trainer dilemmas in the education system in the Arab sector in Israel. Teacher training: conservatism, development and modernization [Hebrew]. Proceedings of the 2nd International Conference, Netanya, Wingate Institute, Israel.

Applegate, J. (1985). Early field experience recurring dilemmas. Journal of Teacher Education, 36(2), 60-64.

Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using Journal writing to enhance student teachers reflectivity during field experience placements. Teacher and Teaching: Theory and Practice, 5(1), 51-73.

Beyer, L. (1984). Field Experience, Ideology and development of critical reflectivity. Journal of Teacher Education, 35(3), 36-41.

Bloom, B. S. et al. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York: D. McKay & Co.

Bloom, L. & Bacon, E. (1995). Using portfolios for individual learning and assessment. Teacher Education and Special Education, 18(1), 1-9.

Borko, H. & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 4-12.

Boydell, D. (1986). Issues in teaching practice supervision research: A review of the Literature. Teaching and Teacher Education, 2(2), 115-125.

Bruner, Jr. (1960). The Process of Education. New York: Vintage.

Bullough, R. V. Jr., Young, J., Erikson, L., Birrell, J.R., Clark, D.C., eGAN, m. w., et al. (1991) Exploring personal teaching metaphors in preserves teacher education. Journal of Teacher Education, 42(1), 42-46.

Bullough, R. V. J., et al. (2002). Rethinking field experience – partnership teaching versus single-placement teaching. Journal of Teacher Education, 53(1), 68-80.

Caruso, J. J. (1998). What cooperating teacher case studies reveal about their phases of development as supervisors of teachers. European Journal of Teacher Education, 21(1), 119-132.

Clandinin, D. S. & Connely, F. M. (1986). Rhythms in the Teaching: Narrative Study Teachers, Personal Practical Knowledge of Classrooms. Teaching and Teacher Education, 2(4), 377-387.

Clark, R. W., Hong, L. K. & Schoppack, M. R. (1996). Teacher empowerment and Site-based management. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (pp. 527-547). US A: A. T. E. MacMillan Library Reference.

Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42, 104-118.

Cohn, M. (1981). New supervision model for linking theory to practice. Journal of Teacher Education, 32(3), 26-30.

Connelly, F. M. & Clandinin, D. J. (1991). Teachers as Curriculum Planers Narratives of Experience. New York: Teachers College Press.

Darling-Hammond, L. & Sclan, E. M. (1996). Who teaches and why: Dilemmas of building a profession for twenty-first century schools. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (pp. 490- 513). US A: A. T. E. MacMillan Library Reference.

Elliot, B. (1992, June ). Moving Toward Teaching: A Model of Teacher Development. Paper presented at the European Conference on Teacher Education, The Netherlands.

Erdman, J. (1983). Assessing the purposes of early field experience programs. Journal of Teacher Education, 34(4), 27-31.

Esmir, N. (1992). Effect of curriculum in pedagogic area of teacher training on the development of cognitive structure of the teaching trainees [Hebrew]. Unpublished Doctoral Dissertation, University of Haifa, Haifa, Israel.

Evans, H. L. (1986). How do early field experiences influence the student teacher? Journal of Education for Teaching, 12(1), 35-46.

Franke, A. & Dahlgren, L. O. (1996). Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12, 627-641.

Frankel, P. (1993). Attitudes evaluation toward intensive practical training: From qualitative analysis to application of the ‘flatness theory’ [Hebrew]. Mahlakhim ba Hennokh, Horaah vehachsharat moreem, 7, 37-61.

Friedman, Y. & Crongold, N. (1993). Mutual relations between teachers and pupils [Hebrew]. Jerusalem: Henrietta Sald Institute.

Friedman, Y., Horovietz, T. & Shaliv, R. (1988). Effectiveness of schools’ culture and climate [Hebrew]. Jerusalem: Henrietta Sald Institute.

Goodlad, J. (1990). The occupation of teaching in schools. In J. I. Goodlad, R. Soder & K. A. Sirotnik (Eds.), The Moral Dimension of Teaching (pp. 3-34). San Francisco: Jossey-Bass.

Goodlad, J.(1984) A Place Called School: Prospects for the Future. New York: Mc Graw Hill.

Goodman, J. (1985). What students learn from early field experience: A case study and critical analysis. Journal of teacher Education, 36(6), 42-48.

Gore, R. (1984). The training legend [Hebrew]. Unpublished. Master’s Thesis. School of Social Work, University of Haifa, Haifa, Israel.

Graham, P. (1997). Tensions in the mentor teacher-student teacher relationship: Creating productive sites for learning within a highschool English teacher education program. Teaching and Teacher Education, 13(5), 513-527.

Grossman, P. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. NY: Teacher College Press.

Herz-Lazrovitz, R. (1984). To learn in an active class: the desired and the available. Teacher’s guide [Hebrew]. Jerusalem: Ministry of Education, Curriculum Section.

Hotinar, A. (1996, June 30 - July 4). Teacher-trainer according to the structural approach in professional training. Teacher training: conservatism, development and modernization [Hebrew]. Proceedings of the 2nd International Conference, Netanya, Wingate Institute, Israel.

Iliyan, S. (2000). Secondary School Dropout from the Minority Sector in Israel. Budapest: Eotvos Lorand University, Faculty of Arts, Ph.D. School of Education.

Israel, Council on Higher Education. (1981). A guiding model for the curriculum of the B.Ed. degree [Hebrew]. Jerusalem: Author.

Israel, Ministry of Education, Culture and Sports. (2003a). The committee on testing the model for the B.Ed. degree [Hebrew]. Jerusalem: Author.

Israel, Ministry of Education, Culture and Sports. (2003a). Trainees’ administration in teacher training institutions [Hebrew]. Jerusalem: Author.

Kagan, D. M. (1992). Contexts for the use of classroom cases. American Educational Research Journal, 30(4), 703-723.

Kalkin-Fischman, D. (1988). Together and separately: Kindergarten teachers and children understand the daily life in kindergartens [Hebrew]. Magamot, 29, 7-21.

Kashti, Y., Areili, M. & Haraeil, Y. (1985). The classroom as an implication system [Hebrew]. Magamot, 29, 7-21.

Katz, P. (2000). Analysis of training characteristics of successful female mentors with teaching trainees in elementary schools [Hebrew]. Unpublished Doctoral Dissertation, University of Tel Aviv, Tel Aviv, Israel.

Klunder, M. M. (1984). Teacher education programs in the 1980s: Some selected characteristics. Journal of Teacher Education, 35(4), 33-35.

Koerner, M. E. (1992). The cooperating teacher: An ambivalent participant in student teaching. Journal of Teacher Education, 43, 46-56.

Korthagen, F. A. J. & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.

Langberg, P. (1997). Analysis of applied behavior and its contribution to the creation of positive class climate and to teacher training [Hebrew]. Dapim, 24, 32-55.

Lortie, D. C. (1975). School- teacher: A Sociological Study. Chicago: the University of Chicago Press.

McNamara, D. (1995). The influence of student teachers` tutors and mentors upon their classroom practice: An exploratory study. Teaching and Teacher Education, 11, 51-61.

Melat, S. (1986). Exposure of curricular knowledge offered to teachers in workshops of curriculum development [Hebrew]. Unpublished Master’s Thesis, University of Tel Aviv, Tel Aviv, Israel.

Melat, S. (1995). Qualitative research tools in exposure of curricular knowledge offered to teachers in workshops of curriculum development [Hebrew]. Ma’of o Ma’aseh, 2, 7-20.

Melat, S. (1997). Transfer from teaching trainee to beginning teacher [Hebrew]. Unpublished Doctoral Dissertation, University of Tel Aviv, Tel Aviv, Israel.

Melat, S. (2001). ‘ This is an endless run where I have all the time to advance and advance…’: Change in the development of ‘didactic knowledge’ and ‘personal knowledge’ of beginning teachers [Hebrew]. Ma’of o Ma’aseh, 3, 48-78.

Meshchit, D. & Weinstein, N. (2001). Teaching trainees and the mentor in the practical training process: A meeting of autonomy and intervention [Hebrew]. Dapim, 33, 10-42.

Schon, D. (Ed.). (1991). The Reflective Turn: Case Studies In and On Educational Practice. New York: Teachers Press, Columbia University.

Schwab, J. J. (1964). Structure of the disciplines: Meaning and significance. In G. W. Ford & L. Pugno (Eds.), The Structure of Knowledge and Curriculum (pp. 6- 30). Chicago: Rand Mcnally.

Shapriri, N. (1992). Mutual relations in the teacher’s system of practical behaviors: Relation between the “components of personal practical knowledge” of the teachers teaching logos in primary schools [Hebrew]. Unpublished Doctoral Dissertation, University of Tel Aviv, Tel Aviv, Israel.

Shiloh, Y., Schrift, R. & HighschrickAmosi, M. (2002). Improving ‘conglomerate for new teacher’ in the college for teacher training [Hebrew]. In B. Frisco & D. Kfir (Eds.), Continuing dialogue: training for teaching and the educational act. (pp. 290-314). Tel Aviv: Mofet Institute and Beit Berl.

Shulman, J. H. (1987). Knowledge and teaching: Foundation of new reform. Harvard Educational Review, 57(1), 1-21.

Silva, D. Y. (2000, April). Triad journaling as a tool for reconceptualizing supervision in the professional development schools. Paper presented at the Annual Meeting of the AER A, New Orleans, L A, United States.

Stanulis, R. N. & Russell, D. (2000). ‘Jumping in’: Trust and communication in mentoring student teachers. Teaching and Teacher Education, 16, 65-80.

Stons, E. (1984). Supervision in teacher education: A counseling and pedagogical approach. London: Methuen.

Tamir, P. (1989). The required knowledge for teachers and its implications on teacher training [Hebrew]. Dapim, 9, 5-14.

Tamir, P. (1998). Reflective knowledge and thinking: Their uniqueness as focuses in the work of teacher of teachers [Hebrew]. In M. Silberstein, M. Ben Peretz & S. Ziv (Eds.), Reflection in teaching: a central axis in teacher development (pp. 83-95). Tel Aviv: Mofet Institute.

Vonk, J. H. C. (1995, April). Conceptualizing novice teachers` professional development: A base for supervisory interventions. Paper presented at the Annual Conference of AER A, San Francisco, C A, United States.

Wasserman, S. (1984, June). Teacher training with emphasis on the development of classroom competence : We have no easy answer. Paper presented at the first International Conference on Education, Tel Aviv, Israel.

Yunai, Y. (2003). Training for teaching: The practical training component in teacher training [Hebrew]. Jerusalem: Ministry of Education.

Zanting, A., Verloop, N. & Vermunt, J. D. (2001a). Student teachers eliciting mentors` practical knowledge and comparing it to their own beliefs. Teaching and Teacher Education, 17, 725-740.

Zanting, A., Verloop, N. & Vermunt, J. D. (2001b). Student teachers beliefs about mentoring and learning to teach during teaching practice. British Journal of Educational Psychology, 71, 57-80.

Zeichner, K. M. (1980). Myths and realities: Field-Based experiences in preserves teacher education. Journal of Teacher Education, 31(6), 45-55.

Zeichner, K. M. & Tabachnick, B. R. (1985). The development of teacher perspective: Social strategies and institutional control in socialization of beginning teachers. Journal of Education for teaching, 11(1), 1-25.

Ziv, S. (1988). Alternative approaches to practical training in teacher’s training [Hebrew]. Unpublished Doctoral Dissertation, The Hebrew University in Jerusalem, Israel.

Ziv, S. (1990). Practical training in teacher’s training: Problems and approaches [Hebrew]. Dapim, 10, 25-43.

Ziv, S., Silberstein, M. & Tamir, P. (1994). Increasing the effectiveness of learning how to teach in pre-service education. Interchange, 25(2), 157-170.

Zozovsky, R. (1989). Pedagogic training based on practical training at school [Hebrew]. Education and Environment, 38-57.

Zozovsky, R. (1991). Professional development of teachers and its application in teachers’ training [Hebrew]. Drakhim la Horaah [Methods for teaching ], 1, 59-84.

Zozovsky, R. (1998). Teachers’ knowledge: Exposure and conceptualization, an advance course in teacher training [Hebrew]. In M. Silberstein, M. Ben-Peretz & S. Ziv (Eds.), Reflection in teaching: A central axis in teacher’s development (pp. 128-157). Tel Aviv: Mofet Institute.
Cómo citar
Iliyan, S. (2008). Teacher Trainees’ Perception of the Time Dimension in Practical Training. Magis, Revista Internacional De Investigación En Educación, 1(1). Recuperado a partir de https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/3360
Sección
Artículos