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ERIC Number: EJ802014
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: As Provided
Reference Count: 100
ISBN: N/A
ISSN: ISSN-0196-786X
Teacher-Candidates' Perceptions of Schools as Professional Communities of Inquiry: A Mixed-Methods Investigation
Cherubini, Lorenzo
Professional Educator, v32 n1 p1-19 Spr 2008
In North American teacher education programs, preservice students typically complete a substantial proportion of time practice teaching in schools, experiencing the extent to which professional school communities of inquiry contribute toward improving teaching and learning. Although there is extensive research about the experiences of new teachers, there is far less attention on preservice teachers' perceptions of schools as professional communities of inquiry. The purpose of this mixed-methods research was to compare teacher-candidates' expectations prior to the practice-teaching placements with their observations following the practice-teaching experience. More specifically, the objective of this paper was to determine the effect of the student-teacher practicum experience on prospective teachers' beliefs about schools as communities of inquiry to improve teaching and learning. Of major significance, participants' perceptions following their preservice training were significantly lower than their expectations prior to the field placements. (Contains 3 tables.)
Truman Pierce Institute. 2195 Haley Center, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://www.theprofessionaleducator.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada