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Processus de jugement d'evaluation des competences professionnelles en contexte de stage en emploi: quand les stagiaires sont egalement des collegues
In the context of a shortage of qualified teaching staff (Dupriez et al., 2023), paid internships are gaining in popularity, but they are forcing the pre-service training and work environments to rethink their collaboration. With this in mind, we developed a paid internship program as part of a research project conducted in partnership with a school board. The aim of the study is to document the issues perceived by the trainers involved in the assessment of skills in the context of paid internships regarding their assessment judgement process. As paid internships opportunities are recent in elementary and secondary teacher training programs, our article will contribute to the development of knowledge about their impact, which is currently scarcely documented (CSE, 2023). Therefore, we conducted a content analysis (Krippendorff, 2013) based on transcribed semi-directed interviews in order to identify emerging and recurring themes regarding the perceptions of the trainers (n = 8) pertaining to issues perceived in their evaluation judgement process in this context. Our results highlight several issues arising from the status of colleague, involving a change in the relationships between individuals involved, on the characteristics of the process of assessing the professional skills of trainees. Our proposal points to a need to clarify the roles of trainers in the context of paid internships, particularly with regard to evaluation.
Journal Article
Les manifestations de discrimination dans l'evaluation informelle des competences professionnelles de futures enseignantes du primaire issues de la migration en contexte de stage
Future primary school teachers with a migrant background (FEIMs) represent a population that has been relatively under-researched. Focusing on students from the University of Teacher Education in the canton of Vaud, Switzerland, we have chosen to shed light on certain less-visible aspects of the assessment of their competencies during internships. In particular, we aim to highlight the gap that is sometimes observed between the prescribed evaluation process, including attempts to grant it some degree of objectivity, and the reality of the judgements made about their competencies, judgements apparently influenced by these students' ties to migration. The findings, from qualitative research based on semi-structured interviews, suggest that, at least in the context of formative and informal evaluations of FEIMs during internships, they are subject to stereotypes and expressions of doubt regarding their competencies, similar to those they have already encountered in their prior educational experiences. Therefore, their teacher training does not seem to shield them from the expression of doubts related to their migrant background.
Journal Article
Internship & volunteer opportunities for science and math wizards /
Information about how to volunteer or get an internship in fields that use math and science knowledge.
Book
Being An Introverted Teacher: Student Teachers’ Experience During the Internship Program
Background/purpose. This research aims to explore the extent to which student teachers' introverted personalities influence classroom management during an internship program. Many student teachers with introverted traits may face difficulties in managing classrooms due to limited verbal interaction, anxiety and challenges in handling disruptive behaviour.Materials/methods. This research uses a qualitative research design with a narrative approach to collect participants' life experiences. The sample consisted of six student teachers majoring in English Education with identified introverted personalities, selected through the Eysenck Personality Inventory (EPI) and interviewed using semi-structured protocols.Results. The research results show that introverted personalities influence various aspects of classroom management, including the construction of lesson planning, selection of teaching methods, utilization of learning media, creation of a conducive learning atmosphere, student-teacher interaction, and evaluation.Conclusion. The current study highlights that introverted teachers' personalities affect their classroom management. Therefore, to address this, the university should offer intensive training programs to equip student teachers with strategies to improve their effectiveness. Increased opportunities for practice can also help build their confidence level and communicative competence, hopefully leading to a more engaging learning environment. The findings provide insights for teacher education institutions in designing personality-sensitive training programs to enhance student teachers’ preparedness and teaching performance.
Journal Article
Fashion week finale
Fashion week passes in a whirlwind of activity, and when it is over Chloe's summer internship is at an end, but before she packs up and heads back to California and high school she gets a gift from the designers she has worked with--and a surprise invitation.
Book
How Recreation
Recreational Therapy/Therapeutic Recreation (RT) academic programs provide opportunities for students to further develop competencies through the NCTRC-eligible internship prior to graduation. The NCTRC-eligible internship experience is the third focus of the American Therapeutic Recreation Association's Academic Action Task Force study to understand the landscape of RT academic program fieldwork experiences in the United States and Canada. Out of a total of 95 RT academic programs, 54 programs responded to an online questionnaire about the fieldwork opportunities provided to students. This brief report discusses the results of the NCTRC-eligible internship experiences in three areas: Pre-Internship Preparation, Program Eligibility Factors, and the NCTRC-eligible Internship Experience. Results indicated that most programs provide some level of support in finding, applying to, and securing internship sites; require students to have the majority of the coursework completed, a minimum program GPA of 2.0, completion of a 12-credit internship; and, evaluate learning outcomes through mid- and final evaluation reports. Areas of variability remain, such as site supervisor requirements and course requirements. Recommendations are made for further inquiry related to NCTRC-eligible internship fieldwork education.
Journal Article
Balancing act
In this collection of four previously published works, Chloe, winner of the Teen Design Diva contest, embarks on her prize--an internship with a famous fashion designer in New York City.
Book
How Recreation Therapy/Therapeutic Recreation Academic Programs Structure the NCTRC-Eligible Internship into their Curricula
Recreational Therapy/Therapeutic Recreation (RT) academic programs provide opportunities for students to further develop competencies through the NCTRC-eligible internship prior to graduation. The NCTRC-eligible internship experience is the third focus of the American Therapeutic Recreation Association's Academic Action Task Force study to understand the landscape of RT academic program fieldwork experiences in the United States and Canada. Out of a total of 95 RT academic programs, 54 programs responded to an online questionnaire about the fieldwork opportunities provided to students. This brief report discusses the results of the NCTRC-eligible internship experiences in three areas: Pre-Internship Preparation, Program Eligibility Factors, and the NCTRC-eligible Internship Experience. Results indicated that most programs provide some level of support in finding, applying to, and securing internship sites; require students to have the majority of the coursework completed, a minimum program GPA of 2.0, completion of a 12-credit internship; and, evaluate learning outcomes through mid- and final evaluation reports. Areas of variability remain, such as site supervisor requirements and course requirements. Recommendations are made for further inquiry related to NCTRC-eligible internship fieldwork education. Keywords Internship, internship preparation, learning activities,, program requirements, therapeutic recreation/recreational therapy
Journal Article