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ERIC Number: ED550344
Record Type: Non-Journal
Publication Date: 2011
Pages: 217
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-0402-0
ISSN: N/A
The Art of Teaching and Learning in the Practicum: The Pedagogical Perceptions of Bilingual Cooperating Teachers in an On-Site Block Program
Valverde-Wheaton, Alicia
ProQuest LLC, Ph.D. Dissertation, New Mexico State University
This study will be presented to university education programs, Professional Development Schools, cooperating teachers, preservice teachers, and administrators who are part of the practicum experience. This study concentrated on looking at the perceptions of cooperating teachers about the practicum in preparing preservice teachers to meet the needs of English Language Learners. This ethnographic study was conducted in the Southwest part of the United States at two Professional Development Schools, one urban elementary school and the other at a rural elementary school, which included the principal at each of the elementary schools and five cooperating teachers from those two schools. The research data were collected using various methods. It involved four phases. Phase one was geared at getting familiarized and acquainted with the practicum components and other indirect stakeholders such as parents, staff, and faculty. During the second phase, a rapport with the parents, administrators, and cooperating teachers was already established. The third phase involved observing the interaction among cooperating teachers, university faculty, and preservice teachers. During the fourth phase, the semi-structured interviews were conducted while the activities of phase two and three remained. The findings of this study revealed the importance of establishing a dialogic communication to establish a stronger dialogic communication between cooperating teachers and university faculty in order to: (a) better understand the roles of the cooperating teachers; (b) tie topics covered in method classes with those in the curriculum; (b) connect theory to practice; (d) serve the needs of English language learners; (e) become active participants in the curriculum design of the practicum; and (f) continue establishing practicum projects inside Professional Development Schools based on a close relationship with the school personnel and the community that surrounds the schools in order to better prepare critical committed teachers who work with English language learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A