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Learning to Teach on a Construction Site: Applying Kolb's Model to the Student Teaching Practicum

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Author
Burns, Amy
Danyluk, Patricia
Faculty
Werklund School of Education
Accessioned
2016-05-13T19:58:54Z
Available
2016-05-13T19:58:54Z
Issued
2016-05
Subject
Pre-service
Placement
Experiential
Construction
Type
unknown
Metadata
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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
Citation
Burns, A., & Danyluk, P. (2016, May). Learning to Teach on a Construction Site: Applying Kolb's Model to the Student Teaching Practicum. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 61-70). Calgary, Canada: Werklund School of Education, University of Calgary.
Faculty
Werklund School of Education
Institution
University of Calgary
Url
https://werklund.ucalgary.ca/ideas/
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5263
Uri
http://hdl.handle.net/1880/51210
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