Abstract
This study examines the pre-professional development of two pre-service teachers
during a non-traditional student teaching placement on a housing construction
site. The findings are analyzed from the perspective of Kolb’s (1984) model and
examined against the Teaching Effectiveness Framework by Friesen (2009) to
outline a powerful opportunity for field-based teacher education. Initial findings
point to an enriched pre-service teaching environment that provided the
opportunity to create rich inquiry based interdisciplinary lessons related to the
building project, the potential to build pre-service teacher conversational and
workplace skills through interaction with community stakeholders and the
opportunity to develop competencies in peer feedback and collaboration.
Refereed
Yes
Sponsorship
Werklund School of Education, Galileo Educational Network