Student Teachers’ Perceptions of Success: A Tale of Two Universities
AbstractThis article is primarily focused on a recent group (tale 2) experiencing a series of embedded and interactive field based experiences (field learning); the discussion is benchmarked to a previous study (tale 1) of student teachers having had a more traditional semester practicum as part of their field-based experience. It is within this context that the authors’ show support for rarely noted findings (knowledge) supporting the efficacy of university campus programs: novice teachers linking their success in field-based teaching to their university campus program (campus learning). We contend this is important evidence supporting the link between theory and practice that has the potential to better inform educational management decisions.
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Bibliographic InfoArticle provided by International School for Social and Business Studies, Celje, Slovenia in its journal International Journal of Management, Knowledge and Learning.
Volume (Year): 1 (2012)
Issue (Month): 2 ()
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Web page: http://www.issbs.si
teacher education; novice teachers; teacher efficacy; affirmative inquiry; reform;
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