47,462 research outputs found
Estudio de los Portafolios en el Practicum: An álisis de un PLE - Portafolio
Get PDFThe specialized literature agrees to notice that even existing some conditions, it is not a generalized methodology at universities. In the new grades and knowledge areas is found the subject of external practices that would be able to show conditions for using the portfolios. Whereas, there are some questions in the educational area: What conditions exist for the use of the portfolios in the Practicum of the education grades in Spain? What level of utilization are evident? What problems of understanding, the students express about the documentation of evidences in portfolios? The research performs a mixed methodology: a first quantitative study with descriptive methodology, interview to 31 coordinators of Practicum of all grades in 10 (20%) Faculty of Education, along with a qualitative study and content analysis of 256 Practicum guides of all grades of 36 (72%) Faculties of Education of public universities in Spain. A second case study, perform a content analysis of 592 annotations of 212 students to show and evaluate the evidences in ePortfolios of the Practicum of the degree of Pedagogy. The results reveal that there are 11 students per tutor 2,88h medium for tutoring and assess ePortfolios. Being mail (between 37.77% and 46.66%) followed by the platforms most used technologies. The eRúbricas and video annotations help document the evidence, however, students still show difficulties in some competencesFunded by Spanish Plan of R+D+i Excellence (2014-16) No. EDU2013-41974P. Project entitled: “Study of the Impact of Federated eRubrics on Assessing Competences in the Practicum”. http://goo.gl/u07aN
Learning by Doing - Preparing Law Students for the Practice of Law: The Legal Practicum
Get PDFThe MacCrate Report outlined ten skills that are essential for every practicing attorney and should ideally be taught in every law school. The Association of American Law Schools (AALS) concluded that these ten skills cannot be effectively obtained through every law school curriculum because of each school\u27s individual, economic limitations. This article demonstrates how one law school—William Mitchell College of Law, in St. Paul, Minnesota—has , since 1984, incorporated a cost effective Legal Practicum course into its curriculum to help meet the MacCrate Report goal of providing the law student with the opportunity to learn and apply fundamental lawyering skills. Part II of the article defines, describes, and highlights the “learning by doing” philosophy of The Legal Practicum, the course created by William Mitchell College of Law professors. Part III addresses teaching/learning theory and the educational reasons why The Legal Practicum is successful. Part IV outlines the administrative aspects of The Legal Practicum and how it can be added to existing law school curricula. Implementation of The Legal Practicum can help overcome many criticisms of legal education and can assist the law student in achieving the fundamental lawyering skills described by the MacCrate Report
A Collaborative Pre-Practicum Apprentice Program Gives a Community College a Jump-Start in Teacher Preparation
Get PDFThe Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT), funded by a grant from the Division of Undergraduate Education of the National Science Foundation, implemented the VCEPT Pre-Practicum Apprentice Program a couple of years into the grant. Groups of colleges within the Collaborative were to work together to set up an experience for pre-service teachers at their colleges which emphasized mathematics, science, and technology and which gave the pre-service teachers some in-field experience observing instruction in the local schools with lead teachers in these disciplines. Virginia Commonwealth University (VCU), Virginia Union University (VUU), and J. Sargeant Reynolds Community College (JSRCC) formed a collaboration of colleges with the City of Richmond. The carefully planned program of seminars and in-field observations in Richmond Public Schools provided a model program for identifying pre-service teachers and giving them the opportunity to decide if teaching was a career for them. All evaluations of the Program at J. Sargeant Reynolds Community College indicate that it was educational for the pre-service teachers and assisted them in forming their own philosophies of education. Once the VCEPT grant was complete, JSRCC institutionalized the Program by developing a course, Introduction to Teaching as a Profession, modeled after the Program, included teacher preparation as part of the Strategic Plan of the College, and created a Center for Teacher Education
Can Science Methods Really be Taught On-Line?
Get PDFIn this paper, the process in which both project-based curriculum strategies and Blackboard web-based technology were utilized to develop on-line methods courses to prepare science teachers is described. A discussion of the curriculum design process includes a rationale for using project-based instruction in methods courses, along with a rationale for using Blackboard, a web-based technology, as the environment for the course. The course‘s potential for creating highly qualified science teachers as defined by the No Child Left Behind legislation of 2001 and the National Science Teacher Association‘s Standards for Science Teacher Preparation will be explored [1]
- …
