Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 - - PowerPoint PPT Presentation

Bachelor of Education (Teaching) Primary Specialisation Practicum Courses:

EDPRAC 101 EDPRAC 201 EDPRAC 305

Visiting Lecturer School coordinator/Associate Teacher Meetings May 2012

Vivienne Mackisack Jill Murray Sandra Chandler

Overview:

• Welcome/Introduction
• Practicum during Initial Teacher Education:
• internationally/nationally
• at the Faculty of Education
• Overview of BEd (Tchg) primary practicum

courses)

• Working collaboratively to support student

teacher professional learning

• Considering specific requirements for:
• EDPRAC 305 Part B
• EDPRAC 201/101
• Wrap-up

* Burning questions

Practicum during Initial Teacher Education

Both nationally and internationally there are common themes in the critique of Initial Teacher Education and the place of practicum within it:

• preparing “student teachers for the reality of full-

time teaching”

• “emphasis on the practical, aligned with a focus on

increasing teacher quality to raise student achievement”

• “the relationship between theory and practice”

“Zeichner (1982) argued that it is not time in schools per se, but the quality of the experience that is critical for student teacher learning” (Grudnoff and Williams, 2010).

As they develop their expertise, novice teachers shift their vision from a focus on themselves to the class and to an awareness of the needs of the individual students who make up the class.

Eckerman Pitton, 2006, p.38

Vision of individual students: ‘ Did Shawna understand?’ ‘Was Matt with it today?’ ‘What will help Laura be successful?’ Vision of the class as a whole: ‘How did the students do?’ ‘Did they all learn it?’ ‘What will make the lesson better?’ Vision of self: ‘How am I doing?’ ‘Did I get it right?’ ‘Am I a good teacher?’

Practicum in New Zealand

Our collective role is to support student teachers to:

• integrate theory and practice
• plan, implement, assess, evaluate and reflect
• analyse and interpret
• observe
• reflect on their own learning and practice
• develop personal and professional goals

“The practicum for a student teacher will operate as a partnership between the teacher education provider and a fully registered associate teacher” (New Zealand Teachers Council, 2010, p.13).

Practicum during Initial Teacher Education: at the Faculty of Education “The University of Auckland’s pre-service teacher education programmes are designed to develop research-informed inquiry-based practitioners. We do this by providing opportunities for student teachers to develop and demonstrate an inquiry-based disposition in authentic settings”

(Faculty of Education, Teacher Education Practice website, 2012).

The framework: “Teaching as inquiry”

(Aitken & Sinnema, 2008; Ministry of Education,2007; Timperley, Wilson, Barrar, & Fung, 2007)

Planning Teaching

FOCUSING INQUIRY What is most important, given where my learn[ing[ is at? TEACHING INQUIRY What strategies might work best? What could I try? LEARNING INQUIRY What happened? Why did it happen? Implications? Planning Teaching Observation* Assessment* Evaluation of learning/teaching Reflection

* ongoing

The framework: “Teaching as inquiry” cont...

(Aitken & Sinnema, 2008; Ministry of Education,2007; Timperley, Wilson, Barrar, & Fung, 2007)

TEACHING INQUIRY

What [teaching] strategies work best? What could I try?

#: Teaching Strategies

What are some of the instructional strategies that teachers use deliberately?

• modelling ie ‘showing how’
• prompting ie learner using what already knows/can do
• questioning – used for multiple reasons
• giving feedback – affirm; inform; guide
• telling ie supplying what the learner needs
• explaining ie verbally explicit extension of telling
• directing ie giving a specific instruction

Preparing beginning teachers who are ready to develop as:

“effective teachers… reflect on the impact their teaching has on learning….ability to teach at particular levels….relationships …. enthusiastic learners….collegial and co-operative …. initiative, imagination, and innovation…. accept advice and know when to ask for it”

(MOE &NZTC, 2011).

Overview

• f BEd

(Tchg) Primary practicum courses :

…research-informed inquiry-based practitioners

Assessment, Planning, Teaching Reflection, Professional Learning Relationships, Professional Identity Observation

• Assessment information informing

planning and teaching

• Differentiating for the needs of individual learners
• Developing effective pedagogical practice that
• ptimises children’s learning
• Understanding the teacher’s professional role
• Reflection on personal practice

Working collaboratively to support student teacher professional learning

What we are currently doing that supports student teachers to become inquiry- based practitioners in relation to:

• Observing
• Assessing
• Planning – both short and long-term
• Teaching
• Evaluating
• Reflecting

Considering specific requirements for:

• EDPRAC 201/101 - Jill/Sandra

Student teachers are required to demonstrate their ability to take full- class responsibility for 1-2 days during EDPRAC 101. This may be in collaboration with their associate teacher. It is important to record a student teacher’s level of ability to assume this responsibility on their practicum reports. Student teachers are required to demonstrate their ability to take full- class responsibility for 7 consecutive days during EDPRAC 201. The ability to demonstrate this level of proficiency is a critical indicator that a student teacher is ready to progress to EDPRAC 305.

• EDPRAC 305 Part B - Viv

The ability to demonstrate practice reflective of an emerging beginning teacher as they conclude EDPRAC 305 is a critical indicator that a student teacher is ready to graduate.

Wrap- up:

• Burning questions?
• Great ideas?
• What next?

References:

Aitken, G., & Sinnema, C. (2008). Effective pedagogy in Social Sciences? Tikanga a iwi: Best Evidence Synthesis Iteration. [BES]. Wellington: Ministry of Education. Aitken, G., Cochrane-Smith, M., Ell, F ., & Grudnoff, L. (2012). Reinventing (university) teacher education: Connections, context and consequences. Paper presented at the American Educational Research Association (AERA), Vancouver Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47. Donovan, M. S., Bransford, J.D. & Pellegrino, J.W. (1999). How People Learn: Bridging Research and Practice. Washington DC: National Academy Press. Eckerman Pitton, D. (2006). Mentoring Novice Teachers: Fostering a dialogue process. Thousand Oaks, Ca: Corwin Press. Education Workforce Advisory Group. (2010). A Vision for the Teaching Profession. Wellington: New Zealand Government Retrieved from http://www.beehive. govt.nz/sites/all/files/10.pdf. Grudnoff, L., & Williams, R. (2010). Pushing Boundaries: Reworking University–School Practicum Relationships. New Zealand Journal of Educational Studies.(45)2, 33-45. Hagger, H., Burn, K., Mutton, T., & Brindley, S. (2008). Practice makes perfect? Learning to learn as a teacher. Oxford Review of Education, 34(2), 159-178. Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media. New Zealand Teachers Council. (2010). Approval, Review and Monitoring Processes and Requirements for Initial Teacher Education Programmes. Wellington: Author Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. Zeichner, K. (2011). Improving Teacher Education in the United States. Commissioned essay, for the American Educational Research Association (AERA), Vancouver