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Research Article Open access CC BY 4.0

Teaching Practices in Teacher Education Departments as a Factor of Professional Development of Teacher Candidates: A Proposed Project

Filippos Evangelou, Ioannis Fykaris

Journal of Education, Society and Behavioural Science · pp. 53–63 · Published 14 Apr 2023

10.9734/jesbs/2023/v36i61229

Abstract

The Teaching Practice (TP) of teacher candidates is a key factor in their professional development. On this basis, this paper seeks to highlight the role of TP in the professional development of teacher candidates, the main characteristics of TP and the basic models of TP, which are applied internationally in Teacher Education Departments. The implementation methodology of the proposed TP project is based on the combination of the following three models: the partnership and collaborative learning model, the reflective learning model and the pedagogical content knowledge focused model. Based on these parameters, the novelty of this paper is the structuring of a proposal of a TP project for teacher candidates, which results from their direct and experiential activation in the teaching and learning process of formal education. The proposed plan includes the following four stages of implementation: i) Observation of three classroom days where the teacher candidates will teach, ii) Lesson planning in collaboration with the TP academic supervisor, iii) Implementation of lessons by the teacher candidates over a period of fifteen teaching days in the TP implementing schools, iv) Evaluation/reflection on campus of University after the TP in the TP implementing schools.

Teaching practice teacher candidates teacher education departments professional development teaching practice project

References (13)

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Cited by 3

Prospective Teachers' Self‐Efficacies in Project Development: Scale Development and Review by Variables

Zübeyde ER, Perihan DİNÇ ARTUT, Ayten Pınar BAL · Psychology in the Schools · 2025

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