Pre-service teachers at risk: Intervention strategies for and by teachers. Research Project Brief

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dc.contributor.authorBurns, Amy
dc.contributor.authorEaton, Sarah E.
dc.contributor.authorGereluk, Dianne
dc.contributor.authorMueller, Katherine
dc.date.accessioned2017-06-09T18:44:17Z
dc.date.available2017-06-09T18:44:17Z
dc.date.issued2017-06-01
dc.description.abstractPre-service teachers may face challenges in field experience that have a real impact on both them and their partner teachers. Sometimes these challenges arise as a result of the field experience and sometimes they present themselves before the field experience begins. Current legislation prevents postsecondary institutions from divulging potential challenges pre-service teachers may face. As a result, successfully supporting struggling pre-service teachers in their field experience is a challenge. This research will follow a multiple site case study methodology where the case is bounded by the identified examples of placements in which a pre-service teacher has struggled and either succeeded or failed the field experience placement.en_US
dc.description.refereedNoen_US
dc.identifier.citationBurns, A., Eaton, S. E., Gereluk, D. & Mueller, K. (2017). Pre-service teachers at risk: Intervention strategies for and by teachers. Research Project Brief. Calgary: University of Calgary.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31645
dc.identifier.urihttp://hdl.handle.net/1880/52089
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectpre-service teachersen_US
dc.subjectfield experienceen_US
dc.subjectpracticumen_US
dc.subjectchallengesen_US
dc.titlePre-service teachers at risk: Intervention strategies for and by teachers. Research Project Briefen_US
dc.typeworking paperen_US
thesis.degree.disciplineEducationen_US
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