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Appears in:
Pages: 606-616
Publication year: 2010
ISBN: 978-84-613-5538-9
ISSN: 2340-1079

Conference name: 4th International Technology, Education and Development Conference
Dates: 8-10 March, 2010
Location: Valencia, Spain

SELF-REGULATORY INSTRUMENTS IN FIELDWORK PROGRAMS

M. Kopelman1, F. Kessler2

1Touro College (UNITED STATES)
2Queens College, CUNY (UNITED STATES)
In response to the need to improve fieldwork programs for teacher training, I created two learning instruments that contain features designed to enhance student self-regulatory skills. These instruments are self-monitoring/evaluation and post-practicum surveys for students, college field supervisors, and cooperating teachers at site schools. Although there are no empirical data as yet to determine reliability and validity of these two instruments, it is is proposed that the application of these instruments may improve student learning in a middle school practicum by helping to solve three major problems found in the research literature in fieldwork experiences.

The review of literature indicates that fieldwork programs in teacher education programs are experiencing three important problems. First, there has been inconsistent application of systematic learning instruments. However, when such instruments are used in fieldwork programs, teacher candidates tend to achieve beneficial learning outcomes .Secondly, there is a lack of clinical supervisory training for university fieldwork supervisors and classroom cooperating teachers. This prevents a productive relationship forming between both supervisors and the future teachers they advise. Finally, federal, state, and professional education organizations continually pressure fieldwork education programs to submit specific evidence of student learning competencies.

One way to help solve these three significant issues in fieldwork programs may be to develop more effective learning instruments to improve student achievement. At this time, there are no data to support the effectiveness of these two structured instruments. There is a need to exchange ideas in order to understand whether these instruments have the potential to successfully solve these problems in fieldwork programs. Hopefully, these ideas may lead to formal testing of these learning instruments. Therefore, it is proposed that when these two structured instruments are used in combination by students and their field supervisors, they have the potential to help solve the problems in fieldwork and improve student learning outcomes.
@InProceedings{KOPELMAN2010SEL,
author = {Kopelman, M. and Kessler, F.},
title = {SELF-REGULATORY INSTRUMENTS IN FIELDWORK PROGRAMS},
series = {4th International Technology, Education and Development Conference},
booktitle = {INTED2010 Proceedings},
isbn = {978-84-613-5538-9},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {8-10 March, 2010},
year = {2010},
pages = {606-616}}
TY - CONF
AU - M. Kopelman AU - F. Kessler
TI - SELF-REGULATORY INSTRUMENTS IN FIELDWORK PROGRAMS
SN - 978-84-613-5538-9/2340-1079
PY - 2010
Y1 - 8-10 March, 2010
CI - Valencia, Spain
JO - 4th International Technology, Education and Development Conference
JA - INTED2010 Proceedings
SP - 606
EP - 616
ER -
M. Kopelman, F. Kessler (2010) SELF-REGULATORY INSTRUMENTS IN FIELDWORK PROGRAMS, INTED2010 Proceedings, pp. 606-616.
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