The place of the practicum in pre‐service teacher education: the voice of the students

By Kari Smith, Lilac Lev-Ari. 2005

340 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c1efd553a8562169aeebf10c76a88d60b238d5b8

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In Education

Citations in the corpus

Listening to the Concerns of Student Teachers in Malaysia during Teaching Practice. (2011, background): “For example, Smith and Lev-Ari (2005) highlighted the theory to practice and overall school context concerns faced by student teachers and how they successfully managed to gain invaluable experiences during their practicum.”
Rethinking the practicum: limitations and possibilities (2011, background): “A number of studies document teachers' claims that their experience in schools was the best and most important part of their ITE, and that the practicum is where they learned to teach (eg, Feiman-Nemser, 2001 ; Smith & Lev-Ari, 2005 ).”
From learner to teacher: practice, language, and identity in a teaching practicum (2013, background): “…that the development of reflective dialogue and shared understandings about the roles, responsibilities, and expectations amongst stakeholders have been seen by some as essential to supporting pre-service teachers during a practicum (Ferrier-Kerr, 2009; Grudnoff, 2011; Smith & Lev-Ari, 2005).”
Transforming the existing model of teaching practicum: a study of Chinese EFL student teachers' perceptions (2010, background): “The practicum does not only serve as a bridge between theory and practice in the learning of teaching, but it is the context in which student teachers develop a personal teaching competence (Smith and Lev‐Ari 2005 , 291), or ‘practical theory’ (Handal and Lauvas 1987 ).”
Faking it or hating it: can reflective practice be forced? (2007, background): “Or, as some of the literature suggests (see Roberts, 1998; Pecheone et al., 2005; Smith & Lev-Ari, 2005), does the practice of RP for assessment purposes limit its effectiveness and/or authenticity?”
Stability in motivation during teacher education (2010, background): “Even though there are studies that indicate that practical training is the most significant part of teacher education (e.g. Smith and Lev-Ari 2005; Ulvik 2007), research also reveals problematic aspects of the practicum.”