ERIC Number: EJ1104438
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1918-2902
EISSN: N/A
Determining Student Competency in Field Placements: An Emerging Theoretical Model
Salm, Twyla L.; Johner, Randy; Luhanga, Florence
Canadian Journal for the Scholarship of Teaching and Learning, v7 n1 Article 5 2016
This paper describes a qualitative case study that explores how twenty-three field advisors, representing three human service professions including education, nursing, and social work, experience the process of assessment with students who are struggling to meet minimum competencies in field placements. Five themes emerged from the analysis of qualitative interviews. The field advisors primary concern was the level of professional competency achieved by practicum students. Related to competency were themes concerned with the field advisor's role in being accountable and protecting the reputation of his/her profession as well as the reputation of the professional program affiliated with the practicum student's professional education. The final theme--teacher-student relationship--emerged from the data, both as a stand-alone and global or umbrella theme. As an umbrella theme, teacher-student relationship permeated each of the other themes as the participants interpreted their experiences of the process of assessment through the mentor relationships. A theoretical model was derived from these findings and the description of the model is presented.
Descriptors: Qualitative Research, Case Studies, Field Experience Programs, Competency Based Education, Practicum Supervision, Academic Advising, Preservice Teacher Education, Social Work, Nursing Education, Schools of Education, Professional Development, Professional Identity, Accountability, Teacher Student Relationship, Models, Interdisciplinary Approach, Minimum Competency Testing, Faculty Advisers, Teacher Attitudes, Semi Structured Interviews
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A