教学实习能力的发展:学校导师作为评估者的视角

Q3 Social Sciences
I. Rodríguez, María-Luisa Barceló, Belén Poveda, E. López-Gómez
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引用次数: 2

摘要

背景/目的:本研究旨在检视学校导师对其督导的职前(候选)教师在教学实习(TP)期间能力发展程度的评估。材料/方法-一项描述性和横断面研究对373名学校导师进行了问卷调查,以评估在西班牙一个地区的学校进行的三个TP期结束时学习幼儿教育或小学教育学位的989名职前教师的能力。结果——本研究从学校导师的角度出发,强调职前教师的能力在教师教育的TP阶段是逐步发展的。结果显示,学校导师对职前教师个人能力发展的评价高于专业能力发展。结论:本研究的主要贡献在于以学校导师为评估者,将创新的方法应用于教学计划的能力发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors
Background / purpose – This paper aims to examine school mentors’ assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials / methods – A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results – From the perspective of school mentors, this study highlights that preservice teachers’ competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers’ personal competences than their professional competences. Conclusion – The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors.
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来源期刊
Educational Process International Journal
Educational Process International Journal Social Sciences-Education
CiteScore
3.40
自引率
0.00%
发文量
10
审稿时长
20 weeks
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