Partnerships and relationships to support student teacher's self-regulated learning
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Lyn McDonald [1]
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[1] University of Auckland
University of Auckland
Nueva Zelanda
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 55-62
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The role the visiting lecturer plays in promoting and supporting student teacher learning on practicum is an important one in Initial Teacher Education (ITE). The practicum experience is a challenging and high stakes environment for student teachers, and it is essential they receive support from those with responsibility for assisting them in their learning, namely the visiting lecturer and associate teacher. A central argument of the paper, is that student teacher learning is not simply focussed on surviving the practicum and meeting set requirements, but in being challenged to acquire the skills of self-regulated learning and the development of adaptive expertise. What is also important is the creating and fostering of partnerships by visiting lecturers with schools, and relationships with associate teachers, working together for the promotion of student teacher learning on practicum.
