From a Triangular to a Pentagonal Model in Teachers Training Practicum
Notice bibliographique
Résumé
Teacher-training has been developed through a complex weave of processes, models and theories, founded on experiences in educational settings. In 2015, the Academia Class program was added to teacher-training programs in Israeli academic colleges and universities and added new ways of thinking about student teachers’ practical experience. The program was widely implemented and became the flagship for teacher-training processes in Israel. As part of the program, student teachers and education students in their third year of studies participate in broad practical training for 12-16 weekly hours (for a year) in various educational institutions. Some of the changes engendered meaningful insights and processes that helped to reshape training processes. This article is derived from qualitative research that was involved in forming new models in teacher training, and offered an improved and enhanced approach to clinical practicum. Traditional pedagogic instruction is based on a “triangular instruction model” (student/teacher trainer/pedagogic instructor). The present study aims to expand this model by offering a new “pentagonal model.” The pentagonal model incorporates the following roles: student/coach-teacher/pedagogic instructor/coordinator teacher/academic instructor. The proposed model creates an ecosystem based on teacher-training processes and reinforces reciprocal connections, and different figures in new roles. It aims to connect the loose ends among the various participants involved in the practicum process in a more comprehensive and holistic manner. The practicum is performed in real time in the education field, in a clinical manner and is very meaningful for the future teachers’ work. Research method: Qualitative action research, documenting the expansion of the practical experience model at Ohalo College in northern Isrel. The proposed model is based on the authors’ experience from the past five years, as recorded in protocols, and work papers, as well as many meetings and discussions. It is important to emphasize that the model was tested and gradually improved, becoming refined through a dynamic process using feedback between the college and its students, and between the teachers and the instructors and pedagogic instructors. Participants included more than 500 students, 500 school and kindergarten teachers, and 40 pedagogic instructors, instructors, lecturers and others in relevant roles. The theoretical framework for the model relies on the concept of Pedagogic Content Knowledge (PCK), which emphasizes and reinforces pedagogic activity in the context of disciplinary knowledge content. In our opinion, the implementation of the model according to the approach described below creates a stable foundation for the student teacher practicum, in a manner appropriate given the current winds of change. The model should be applied in conjunction with essential changes in structural and behavioral policies necessitated by the Academia Class program.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».