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Associate Teacher Symposium 13 June 2009 Beginning Associate Teachers Debora Lee. Introductions Share a student experience Role of the Associate Teacher Identify principles Learning on practicum Dialogue and feedback Managing workload. Share a positive experience of an

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Presentation Transcript
slide2

Introductions

  • Share a student experience
  • Role of the Associate Teacher
  • Identify principles
  • Learning on practicum
  • Dialogue and feedback
  • Managing workload
slide3

Share a positive experience of an

associate teacher from your teacher education

  • What have you learned from this

for your practice as an AT?

research findings
Research findings

What and how student teachers learn during the

practicum depends upon the learning context and a

capacity to manage both self and the complex

learning environment.

slide6

An important link exists between emotions, relationships,

efficacy and learning

  • Associate teachers can enhance student learning by:
    • helping students develop confidence
    • being a competent role model
    • helping students to interpret what they observe/see and do
    • allowing opportunity for students to trial ideas, reflect on

their practice and engage in follow-up discussion

    • helping students to make connections between theory and

practice

    • regarding students as adults professional colleagues

(Pinder, 2008)

role of the associate teacher
Role of the Associate Teacher

Provide opportunities for students to:

  • gain practical experience
  • construct new learning, knowledge and understanding
  • try out ideas and theories to test and

modify them in practice

role of associate teacher
Role of Associate Teacher
  • observe student’s teaching
  • model and discuss own assessment,

planning, teaching, evaluating and

reflecting

  • introduce student to teachers and

families

  • induct into centre’s policies and

programme

slide9

provide support and encouragement

monitor progress carefully

discuss student responsibilities and participation/contributions

provide regular verbal and written

feedback

discuss any concerns with student

and VL

slide10

regard student as a professional

colleague

support reflection

contribute to the triadic assessment

process

complete documentation

principles
Principles
  • Create a mindset of receptivity
  • Seek different perspectives
  • Learn from conflicting ideas
  • Find colleagues to support your

learning

  • Explore the question “why” to

challenge thinking

(Curtis & Carter, 2008)

questions
Questions?
  • What questions do you have about

being an Associate Teacher?

  • What potential situations concern you?
dialogue and feedback
Dialogue and feedback

Prompts can act to promote reflection

and discussion. They are useful for:

  • Guiding
  • Clarifying meaning
  • Challenging
  • Expressing feelings
  • Enabling
  • Valuing

Anouk Graav

guiding
Guiding
  • Have you tried…
  • Would it be a good idea if…
  • How about…
  • Let’s look at this particular issue…
  • How about if we tried to…
  • I suggest you…
clarifying meaning
Clarifying meaning
  • What is your understanding of…?
  • Just to be clear, are these the main points?
  • An example of that would be…?
  • It reminds me of…
  • What would you really like to do?
challenging
Challenging
  • Are you aware that…?
  • I have noticed that…
  • I have a sense that…
  • I feel uncomfortable when…
  • We agreed on … and yet…
  • It seems like…
feeling
Feeling
  • What are the feelings that might block

progress?

  • How are you feeling right now?
  • Can you own that? Say “I” rather than

“you”?

enabling
Enabling
  • Tell me more…
  • What else do you need to consider?
  • What are you thinking?
  • How does that affect you?
  • What needs to happen for you to feel

you are progressing?

  • How does that leave you?
valuing
Valuing
  • I totally respect…
  • I value/appreciate your…
  • I acknowledge…
  • I understand what it must be like…
  • I would like to reassure you that you are

not the only one experiencing this…

managing workload
Managing workload
  • Set specific times to meet with student

teacher each week

  • Early in the practicum give clear guidelines

as to your expectations

  • Weekly written feedback saves time
  • View small amounts or written work

regularly

  • Be aware that it is not the AT’s role to correct written work
  • Address any issues immediately they arise
positives
Positives

“Emotions are at the heart of teaching.

Good teaching is charged with positive

emotion. Good teachers are emotional passionate beings who connect with

their students” (Hargreaves, 1998).

positives22
Positives
  • Learning new approaches and theories
  • Gaining experience with assessment
  • Maintaining links with tertiary

institutions

  • Developing networks in community
  • Professional development
  • Fee reduction for BEd
  • Professional challenge
  • Personal satisfaction
references
References

Carter, D. & Curtis, M. (2008). Learning together with young

children: A curriculum framework for reflective teachers.

St. Paul, Canada: Redleaf Press.

Graav, A. (2008). www.globalresonance.com

Pinder, H. (2008). Navigating the practicum: Student teacher

perspectives on their learning. Unpublished Master of Education

Thesis, The University of Auckland, Auckland, New Zealand.