An examination of the key players' perspectives of the practicum model in the Department of Education at the American University of Beirut (AUB)
Moussalli, Seba Mohamad
An examination of the key players' perspectives of the practicum model in the Department of Education at the American University of Beirut (AUB) - Beirut American University of Beirut. Faculty of Arts and Sciences 2010 - 148 pages
النوع : Mémoire
A Practicum field experience is one of the most influential components in the preparation of beginning teachers. The daily interaction between cooperating teachers and pre-service teachers and their meetings with course instructors, bridge the gaps between the theories learned in university courses and the field experience in classrooms. Together teaching styles, beliefs and perspectives of pre-service teachers, their cooperating teachers and faculty members at the university have shaped the whole field experience of practice teaching (Shiveley & Poetter, 2002). A review of the available literature on teacher preparation reveals a variety of models based on two main schools of thoughts, the behaviorist view and the constructivist view (Bullough Jr. et al., 2003; Dangel & Guyton, 2003; Goodnough et al., 2008; Lange & Burroughs-Lange, 1994; Le Cornu & Ewing, 2008). Most of the research literature explores practicum models based on the perspectives of one group of key players, such as student teachers, cooperating teachers or faculty professors.--On the contrary, this qualitative case study explores the views of the three key participants concurrently and examines their perspectives on the effectiveness of the practicum model in the Department of Education at the American University of Beirut (AUB). The data, collected from three perspectives are examined against the available conceptual literature creating thereof a profile of an effective model that is rooted in those perspectives. The results show that the generated effective model does not measure up with the reviewed literature on effective practice teaching programs. Additionally, the AUB practice teaching model presents common elements with the constructivist view, yet it mainly falls under the behaviorist approach of student teaching. Therefore, a number of recommendations presented to improve the practicum model at AUB to align it with the effective practicum models reported in the empirical literature.
Faculté de Pédagogie
Faculty of Education
Préparation des enseignants
Teachers preparation
اعداد المعلمين
كلية التربية
An examination of the key players' perspectives of the practicum model in the Department of Education at the American University of Beirut (AUB) - Beirut American University of Beirut. Faculty of Arts and Sciences 2010 - 148 pages
النوع : Mémoire
A Practicum field experience is one of the most influential components in the preparation of beginning teachers. The daily interaction between cooperating teachers and pre-service teachers and their meetings with course instructors, bridge the gaps between the theories learned in university courses and the field experience in classrooms. Together teaching styles, beliefs and perspectives of pre-service teachers, their cooperating teachers and faculty members at the university have shaped the whole field experience of practice teaching (Shiveley & Poetter, 2002). A review of the available literature on teacher preparation reveals a variety of models based on two main schools of thoughts, the behaviorist view and the constructivist view (Bullough Jr. et al., 2003; Dangel & Guyton, 2003; Goodnough et al., 2008; Lange & Burroughs-Lange, 1994; Le Cornu & Ewing, 2008). Most of the research literature explores practicum models based on the perspectives of one group of key players, such as student teachers, cooperating teachers or faculty professors.--On the contrary, this qualitative case study explores the views of the three key participants concurrently and examines their perspectives on the effectiveness of the practicum model in the Department of Education at the American University of Beirut (AUB). The data, collected from three perspectives are examined against the available conceptual literature creating thereof a profile of an effective model that is rooted in those perspectives. The results show that the generated effective model does not measure up with the reviewed literature on effective practice teaching programs. Additionally, the AUB practice teaching model presents common elements with the constructivist view, yet it mainly falls under the behaviorist approach of student teaching. Therefore, a number of recommendations presented to improve the practicum model at AUB to align it with the effective practicum models reported in the empirical literature.
Faculté de Pédagogie
Faculty of Education
Préparation des enseignants
Teachers preparation
اعداد المعلمين
كلية التربية