Components of a Good Practicum Placement: Student Teacher Perceptions.
By C. Beck, Clare Kosnik. 2002
332 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/fad5206910b40f32cb0d2f83127e9bb890064ca7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- M. Izadinia
- Marit Ulvik
- Kari Smith
- Heng Hou
- Wendy J. Glenn
Citations in the corpus
- A closer look at the role of mentor teachers in shaping preservice teachers' professional identity (2015, background): “Other researchers discuss the components of good mentoring programs, such as communication, authenticity, encouraging gestures, honesty, trust, constructive feedback, and emotional and academic support (Izadinia, 2015; Beck & Kosnik, 2002; Zanting, Verloop, & Vermunt, 2001).”
- Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, methodology): “This is why feedback has been regarded as fundamental to a successful mentoring relationship by both parties (Christensen 1988, Beck and Kosnik 2002, Smith 2005, Smith and Lev‐Ari 2005, Glenn 2006, Bates et al. 2011, Leshem 2012).”
- Model versus Mentor: Defining the Necessary Qualities of the Effective Cooperating Teacher. (2006, background): “Beck and Kosnik (2002) examined student teacher perceptions of the components of an effective practicum placement.”
- What characterises a good practicum in teacher education? (2011, background): “Researchers have already identified some components of a good practice placement that point beyond the training aspect (Beck & Kosnik, 2002; LaBoskey & Richert, 2002).”
- What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning (2015, background): “Studies (Aragon, 2003; Beck & Kosnik, 2002; Wang, 2005) have highlighted the importance of social, affective support in relation to student satisfaction; there appears in the literature insufficient exploration of a profound causal relation between online emotionality and knowledge sharing and…”