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040			_aLB-BrCRDP
100	1		_aMoussalli, Seba Mohamad _gMaster Education
245	1	3	_aAn examination of the key players' perspectives of the practicum model in the Department of Education at the American University of Beirut (AUB)
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2010
300			_a148 pages
500			_aالنوع : Mémoire
520	3		_aA 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.
650		4	_aFaculté de Pédagogie
650		4	_aFaculty of Education
650		4	_aPréparation des enseignants
650		4	_aTeachers preparation
650		4	_aاعداد المعلمين
650		4	_aكلية التربية
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27717
942			_cLAESDATA _2ddc
999			_c20182 _d20182