Reexamining The Field Experiences Of Preservice Teachers

By Rita A. Moore. 2003

291 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/ce0c3d78ceeb856d473b590c50eb0abc83773fc7

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Citations in the corpus

From learner to teacher: practice, language, and identity in a teaching practicum (2013, background): “For example, pre-service teachers may lack confidence in overcoming challenging classroom problems and experience difficulties in adjusting to school life, including developing relationships with colleagues (Fives, Hamman, & Olivarez, 2007; Hsu, 2005; Moore, 2003).”
Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face? (2013, background): “Moore (2003) also found that the preservice teachers often adopted the style and method expressed by the mentor teacher regardless of whether they were in conflict with theory or practice suggested in the university classroom.”
Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence? (2010, background): “), however, at times mundane tasks; such as grading, lunch duty, materials management, and bulletin board development, may overshadow the intended effects of the theory into practice model (Moore, 2003).”
Examining the supervision of mathematics student teachers through analysis of conference communications (2009, background): “about teaching aligned with recent reforms and theory, rather than having student teachers' attention lured primarily toward classroom management (Moore, 2003).”
Preservice Teachers' Observations of Cooperating Teachers and Peers While Participating in an Early Field Experience (2005, result): “We recognize that, since Fuller’s pioneering work in teacher development, some writers have substantiated her findings (Moore, 2003; Runyan, White, Hazel, & Hedges, 1999; Kromrey & Wynn, 1999; Sandlin, Young, & Karge, 1998), while others have found different patterns of development (Pigge & Marso, 1”
The growth of reflective practice among three beginning secondary mathematics teachers (2010, background): “Instead, they focus mainly on the technical skills of teaching (Le Cornu & Ewing, 2008 ) and practical concerns, such as planning and classroom management (Moore, 2003 ; Nyaumwe, 2004 ), rather than listening to, and becoming more aware of, the students they teach (Jaworski & Gellert, 2003 ).”
The practicum in preservice teacher education: a review of empirical studies (2013, unknown): “…faced difficulties in using the first approach, and failed to adopt the constructivist and inquiry approaches in their practicum, even though nearly two-thirds of the mentor-teachers practiced and demonstrated inquiry in their classes (Moore, 2003; Puk & Haines, 1999; Tillema & Knoll, 1997).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “(Dieker & Monda-Amaya, 1997, p. 34), many scholars propose that beginning teachers have opportunities to engage in reflective activity early in their field experiences and continue reflective routines throughout their professional careers (Moore, 2003).”