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Student Teaching: Expected Outcomes from Supervising and Reflective Experiences

Delserro student teaching practices

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Page 1: Delserro student teaching practices

Student Teaching:Expected Outcomes from Supervising and Reflective Experiences

Page 2: Delserro student teaching practices

Aim of Presentation

● How I expect to be supervised ● How I expect to work with my supervisor and

cooperating teacher● How I will use reflective practice● How I am challenging my beliefs and

assumptions

Page 3: Delserro student teaching practices

Supervision: The Student Teaching Hierarchy

Director WVU Student Teaching Dr. Harvey

WVU Supervisor Coordinating Teacher

Teacher Candidate

● Coordinating Teacher: Will be there everyday to guide, support, and help reflect based on their knowledge/experience.

● WVU Supervisor: Will periodically come to classes, make suggestions, and expect appropriate results the following appearance.

● Director WVU: Will be in charge like an administrator who will act as a last resort measure; either because teacher candidate is not doing their job or supervisor/teacher isn’t doing theirs’.

Page 4: Delserro student teaching practices

Supervision: Situated Model of Supervision

● Working from outside to in: Beginner to Expert

● Collaboration: supervisor and coordinating teacher

● Interactions: students, teachers, other faculty

● Engaging: facilities, tools, experienced professionals

Page 5: Delserro student teaching practices

Reflection: Types of Reflection

Reflection in action Reflection on action

· Experiencing· Thinking on your feet· Thinking about what to do next· Acting straight away

· Thinking about something that has happened· Thinking what you would do differently next time· Taking your time

- Schön (1991) presented the concept of 'reflection in action' and 'reflection on action':

Page 6: Delserro student teaching practices

Reflection: Models of RiA & RoA

Page 7: Delserro student teaching practices

Reflection: Tools to Be Used● “Post Teaching Reflective Analysis”: Comprehensive questionnaire aimed at reflecting on all

possible factors.

● Video Analysis: Use of “Reflective Report” for coding and reflection of Student, Teacher, and Learning Context Behaviors.

● Reflective Writing: Journal/Record for further analysis through research or conferences with supervisor and/or coordinating teacher.

Page 8: Delserro student teaching practices

Reflection: Conferences

● Daily/weekly Conferences

● Progress Reports

● Content Action Planning

● Personal Goal Setting

Page 9: Delserro student teaching practices

Questions?

Questions?

?