Student Teachers’ Perceptions of Success: A Tale of Two Universities
This 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 fi...
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| Veröffentlicht in: | International journal of management, knowledge and learning (Spletna izd.) knowledge and learning (Spletna izd.), 2012, Vol.1 (2), p.189-204 |
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| container_end_page | 204 |
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| container_issue | 2 |
| container_start_page | 189 |
| container_title | International journal of management, knowledge and learning (Spletna izd.) |
| container_volume | 1 |
| creator | Anderson, Kirk Hirschkorn, Mark |
| description | This 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. |
| format | Article |
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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.</description><identifier>ISSN: 2232-5697</identifier><identifier>ISSN: 2232-5107</identifier><identifier>EISSN: 2232-5697</identifier><language>eng</language><publisher>International School for Social and Business Studies</publisher><subject>affirmative inquiry ; Economy ; Effizienz ; Junglehrer ; Lehrer ; Lehrerausbildung ; Lehrerbildung ; novice teachers ; Reform ; teacher education ; teacher efficacy</subject><ispartof>International journal of management, knowledge and learning (Spletna izd.), 2012, Vol.1 (2), p.189-204</ispartof><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Uhttps://www.ceeol.com//api/image/getissuecoverimage?id=picture_2012_13937.jpg</thumbnail><link.rule.ids>314,780,784,2102,4024</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=1059412$$DAccess content in the German Education Portal$$Hfree_for_read</backlink></links><search><creatorcontrib>Anderson, Kirk</creatorcontrib><creatorcontrib>Hirschkorn, Mark</creatorcontrib><title>Student Teachers’ Perceptions of Success: A Tale of Two Universities</title><title>International journal of management, knowledge and learning (Spletna izd.)</title><addtitle>International Journal of Management, Knowledge and Learning</addtitle><description>This article is primarily focused on a recent group (tale 2) experiencing a series
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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.</description><subject>affirmative inquiry</subject><subject>Economy</subject><subject>Effizienz</subject><subject>Junglehrer</subject><subject>Lehrer</subject><subject>Lehrerausbildung</subject><subject>Lehrerbildung</subject><subject>novice teachers</subject><subject>Reform</subject><subject>teacher education</subject><subject>teacher efficacy</subject><issn>2232-5697</issn><issn>2232-5107</issn><issn>2232-5697</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>REL</sourceid><sourceid>DOA</sourceid><recordid>eNpNkNFKwzAUhosoOOaeQC_yAoUmadrEuzGcDoYK667DaXqiKbUZTad452v4ej6J0Q3x3JzD_3F-zn9OkgljnKWiUOXpv_k8mYXQZrEUZULJSbLcjPsG-5FUCOYZh_D18UkecTC4G53vA_GWbPbGYAjXZE4q6PBHqt482fbuNS640WG4SM4sdAFnxz5NtsubanGXrh9uV4v5OjWUy_vUlpxKUVuwDGxRNDSjDGpEWzKM91hW14Ir1gA0QEGBpA0WluUMSzAysmmyOvg2Hlq9G9wLDO_ag9O_gh-eNAyjMx1qJQBzWtRMZDLnEkFwy8uiwJhdYZSmyeXRy-3snxfNhMopi_TqQA2i73Tr90Mfk2kaPyc5_wYnDGjo</recordid><startdate>2012</startdate><enddate>2012</enddate><creator>Anderson, Kirk</creator><creator>Hirschkorn, Mark</creator><general>International School for Social and Business Studies</general><general>Mednarodna fakulteta za družbene in poslovne študije</general><scope>AE2</scope><scope>BIXPP</scope><scope>REL</scope><scope>9S6</scope><scope>DOA</scope></search><sort><creationdate>2012</creationdate><title>Student Teachers’ Perceptions of Success: A Tale of Two Universities</title><author>Anderson, Kirk ; Hirschkorn, Mark</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c138N-f73185bfaf2af66d1012abeef72e259f2bb5392daada1a9a81de6f242e7ac8b53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>affirmative inquiry</topic><topic>Economy</topic><topic>Effizienz</topic><topic>Junglehrer</topic><topic>Lehrer</topic><topic>Lehrerausbildung</topic><topic>Lehrerbildung</topic><topic>novice teachers</topic><topic>Reform</topic><topic>teacher education</topic><topic>teacher efficacy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Anderson, Kirk</creatorcontrib><creatorcontrib>Hirschkorn, Mark</creatorcontrib><collection>Central and Eastern European Online Library (C.E.E.O.L.) (DFG Nationallizenzen)</collection><collection>CEEOL: Open Access</collection><collection>Central and Eastern European online library (CEEOL)</collection><collection>FIS Bildung Literaturdatenbank</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>International journal of management, knowledge and learning (Spletna izd.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Anderson, Kirk</au><au>Hirschkorn, Mark</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Student Teachers’ Perceptions of Success: A Tale of Two Universities</atitle><jtitle>International journal of management, knowledge and learning (Spletna izd.)</jtitle><addtitle>International Journal of Management, Knowledge and Learning</addtitle><date>2012</date><risdate>2012</risdate><volume>1</volume><issue>2</issue><spage>189</spage><epage>204</epage><pages>189-204</pages><issn>2232-5697</issn><issn>2232-5107</issn><eissn>2232-5697</eissn><abstract>This 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.</abstract><pub>International School for Social and Business Studies</pub><tpages>16</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2232-5697 |
| ispartof | International journal of management, knowledge and learning (Spletna izd.), 2012, Vol.1 (2), p.189-204 |
| issn | 2232-5697 2232-5107 2232-5697 |
| language | eng |
| recordid | cdi_dipf_primary_1059412 |
| source | DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals |
| subjects | affirmative inquiry Economy Effizienz Junglehrer Lehrer Lehrerausbildung Lehrerbildung novice teachers Reform teacher education teacher efficacy |
| title | Student Teachers’ Perceptions of Success: A Tale of Two Universities |
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