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ERIC Number: ED424193
Record Type: Non-Journal
Publication Date: 1997-Nov-13
Pages: 38
Abstractor: N/A
Reference Count: N/A
Educating the Effective Practitioner: Improving the Preservice Curriculum.
Norton, Janet Lynn
This study examined preservice activities that could maximize growth in technical expertise, teaching artistry, and reflective thinking in beginning teachers. The study was part of a broader project involving 42 elementary school teachers. The 42 participants represented three very different undergraduate academic institutions and a variety of public school teaching assignments. Each participant completed an interview during the final month of his/her first year of teaching. Interviews highlighted issues of effective teaching, personal efficacy, and preservice and inservice professional development. This paper focuses on preservice activities mentioned by the novice teachers that related to their own professional development. Specifically, participants suggested six preservice activities which, for them, significantly related to growth in effective teaching. The activities provided opportunities to observe, practice, and refine reflective thinking, creative thinking, and/or an internal locus of control, all characteristics of their ideal effective practitioner. The participants maintained that six factors would enhance the education of effective practitioners: (1) clinical field experiences during foundations and methods courses, (2) microteaching lessons, (3) video analyses of student teaching performance, (4) weekly seminars for preservice teachers during full-time student teaching, (5) reflective journals, and (6) professor-modeled reflective thinking. (Contains 49 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A