|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||
| Abstract : |
| This paper depicts how a conceptual framework for teacher clinical experience and induction was formulated in a five-year research programme funded by the Malaysian Ministry of Education. The framework is an outcome of research idea conceptualization, which is meant for the development of a teacher clinical experience and induction model. It depicts specific analytical propositions that shape the key concepts associated to teacher education, which in turn illustrates how these concepts relate to each other and forms the conceptual framework. This paper also demonstrates how relevant middle range theories support the personal, professional and contextual dimensions of clinical experience in teacher education. The theorysupported framework was enriched by five evidence-based guiding principles, leading to the creation of a provisional model that can direct the administration and supervision of trainee teachers when they undertake clinical experience and induction in actual schools |
| References |
1. Cheng, E.C.K. (2013). Enhancing the Quality of Pre-service Teachers’ Learning in Teaching Practicum. Retrieved August 22, 2014, from http://libir1.ied.edu.hk/pubdata/ir/link/pub/Enhancing%20the%20Quality%20of%20Pre -service%20Teacher 2. Cochran-Smith, M, & Fries, K. (2005). Researching teacher education in changing times: Politics and Paradigms. In M. Cochran-Smith, & K. M. Zeichner (Eds), Studying teacher education (pp. 69-109). Washington DC: American Educational Research Association. 3. Darling-Hammond, L. (2006). Powerful teacher education: lesson for exemplary programs. San Francisco: Jossey-Bass. 4. Davis, N. Cabello, B. B. (1989). Preparing Teachers to Work with Culturally Diverse Students: A Teacher Education Model. Journal of Teacher Education,40(5),9-16. 5. Freeman, D. (1989).Teacher Training, Development, and Decision Making: A Model of Teaching and Related Strategies for Language Teacher Education. 23(1), 27-45. 6 Goh, P. S. and Matthews, B. (2011). Listening To the Concerns of Pre-service teachers In Malaysia During Teaching Practice. Australian Journal of Teacher Education, 36 (3), 92-103. 7. Jusoh, Z. (2012). Teaching Practicum: Pre-service teachers’ Perspectives. Retrieved August 21,2014,from http://litu.tu.ac.th/FLLT2013/www.fllt2013.org/private_folder/Proceeding/865.pdf. 8. Karamustafaoğlu, O. (2009). A comparative analysis of the models of teacher education in terms of teaching practices in the USA, England, and Turkey. Education, 130 (2), 172-183. 9. Kennedy, J. (1996). Meeting the needs of teacher trainees on teaching practice. In T. Hedge & N. Whitney (Eds.) Power, Pedagogy and Practice (pp. 171-181). Oxford: Oxford University Press. 10. Manzar-Abbas, S.S. & Lu, L. (2013). Keeping the Practicum of Chinese Preservice Teacher Education in World's Perspective. International Journal of Academic Research in Business and Social Science, 3 (4), 172-186. 11. Ure, C. (2009). Practicum Partnerships: Exploring Models of Practicum Organisation in Teacher Education for a Standards-Based Profession Final Report. Australian Learning Teaching Council. 12. Wilson, S. (2003). Initial Teacher Education in Canada – The Practicum. Retrieved August 21, 2014, from http://www.see-educoop.net/education_in/pdf/initial_teacher_educ_canadaoth-enl-t03.pdf. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |