About this paper

Appears in:
Pages: 2617-2626
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1566

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

BECOME A PRESCHOOL TEACHER: THE ROLE OF MENTORING AND SUPERVISION AT PRACTICUM

D. Lino

Polytechnic Institute of Lisbon (PORTUGAL)
The practicum is a central dimension of preschool education in-service programs. Learn how to teach is a complex process which includes periods of observation, experimentation, reflection, evaluation, planning in context of real practices, providing opportunities for student teachers understand the various dimensions of teaching and apply the knowledge acquired within the theoretical courses. The importance and meaningfulness of practice periods for students teachers' professional learning has been widely acknowledged, and the literature highlights that the expert guidance, supervision is an essential component of student teachers professional development. This study aims to describe and analyze the supervision process that occurs during the practicum of preschool education master programs in Portugal.

The objectives of the study are:
i) to characterize the cooperative processes of professional development experienced by student teachers during the practicum;
ii) identify the strengths and weaknesses of supervision processes analyzed;
iii) identify guiding, coaching, and mentoring procedures that promote quality experiences during the practicum.

The methodology used is qualitative, and data is collected through semi-structured interviews to university supervisors, cooperative teachers and student teachers. The participants are 6 university supervisors, 6 cooperative teachers and 6 student teachers, from two Portuguese higher educational institutions. To ensure confidentiality no information is disclosed without participants' consent and the interviews are transcribed and send to the participants for a final revision. Data point out: the key role of university supervisors and cooperative teachers to support students to make the liaison theory and practice for the development of an early childhood curriculum developmental and culturally appropriated; the importance of mentoring within the supervision process to promote the development of reflective thinking and professional development; the need of more training in supervision and mentoring for cooperative teachers and, occasionally, for university supervisors.
@InProceedings{LINO2016BEC,
author = {Lino, D.},
title = {BECOME A PRESCHOOL TEACHER: THE ROLE OF MENTORING AND SUPERVISION AT PRACTICUM},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1566},
url = {http://dx.doi.org/10.21125/iceri.2016.1566},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {2617-2626}}
TY - CONF
AU - D. Lino
TI - BECOME A PRESCHOOL TEACHER: THE ROLE OF MENTORING AND SUPERVISION AT PRACTICUM
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1566
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 2617
EP - 2626
ER -
D. Lino (2016) BECOME A PRESCHOOL TEACHER: THE ROLE OF MENTORING AND SUPERVISION AT PRACTICUM, ICERI2016 Proceedings, pp. 2617-2626.
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