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Tracking the Field Experience of Pre-service Teachers: A Constructivist Approach
PROCEEDINGS

, , , University of Missouri-Columbia, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The current tracking system for pre-service teachers’ field experiences is mainly for administrative purpose. In this paper, we propose a web-based tracking system that incorporates students’ assessment in place of the current system. Based on our investigation and literature review, we believe that constructivism is to be grounded in the designing of our proposed system. Extensive research shows the importance of reflection and feedback for learning (Black & William, 1998; Bain, Mills, Ballantyne & Packer, 2002). It is posited that by integrating pre-service teachers’ reflection and instructors’ feedback, our primary user, the pre-service teachers will benefit from their field experiences.

Citation

Lee, C.B., Liu, P.J. & Lin, G.Y. (2004). Tracking the Field Experience of Pre-service Teachers: A Constructivist Approach. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2743-2747). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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