期刊名称：International Journal of Progressive Education
印刷版ISSN：1554-5210
出版年度：2017
卷号：13
期号：2
页码：165-179
出版社：International Association of Educators
摘要：This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory–practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants’ practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers reported that they mostly experienced or felt difficulty in classroom management; parallel with this difficulty, their learning gains in classroom management were the highest. These teachers also emphasized that there was no relationship between theory and practice in teacher education and that developmental psychology and communication courses and those presenting teaching-related cases were effective at building readiness for the teaching profession. Based on the findings, several suggestions for future practices were proposed in the study.
关键词：Teacher education; cooperating teacher; teaching practice; student teachers; professional development
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