Lewthwaite, Brian, and Wiebe, Rick (2011) Research study 5: fostering chemistry teacher candidate development. In: Lewthwaite, Brian, (ed.) University of Manitoba Centre for Research in Youth, Science Teaching and Learning: applications and utility of Urie Bronfenbrenner’s Bio-ecological Theory. Manitoba Education Research Network (MERN) Monograph Series (4). University of Manitoba, Winnipeg, Manitoba, Canada, pp. 43-52.

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Abstract

[Extract] Although teacher education programs overall contribute to teacher candidates' development, it is commonly regarded that candidates' professional growth is primarily associated with their practicum experiences. The purposes of the practicum experience for teacher candidates in teacher education are a well documented and contested topic of discussion (e.g., Dalzell, 1997; Glickman, 1992; Paris & Gespass, 2001). One of the more common themes evident in this literature is the focus on the development of teacher candidates in their multi-dimensional role as teachers during the practicum (Ralph, 2001, 2002, 2003). Although the literature is well established in describing the goal of teacher education in regard to the identification of the capabilities teacher candidates might develop in their multidimensional role as teachers, less attention is given to the processes that foster development of the teacher candidate. Specifically, little attention is given to how the environment of the practicum and, more importantly, the interplay between the individual and practicum environment constructively influence this developmental process.

Item ID:	29722
Item Type:	Book Chapter (Research - B1)
ISBN:	978-0-7711-4843-9
Additional Information:	Freely available from publisher's website
Date Deposited:	16 Jan 2014 01:52
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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