Document Type

Article

Publication Date

2010

Publication Title

Brock Educational Journal: A Journal of Educational Research and Practice

Volume

19

Issue

2

First Page

36

Last Page

47

Keywords

pre-service teacher education, triumvirate, experiential learning, reflective practice, community of practice

Abstract

The literature suggests that teacher candidates identify the field experience as a valued aspect of their pre-service education. In field experience, associate teachers are significant contributors to the success of the triumvirate relationship (associate teacher/teacher candidate/faculty advisor). A study was conducted using an anonymous questionnaire to explore, from the perspective of associate teachers, potential strategies and/or recommendations that may strengthen this relationship. The findings of the study, specifically related to the expectations concerning the role of the faculty advisor to support associate teachers, are presented. Reflective practice is discussed in terms of its relevance to the triumvirate relationship. The article concludes with a discussion of the implications of the findings in terms of strengthening the triumvirate relationship in teacher education.

Comments

This article was first published in the Brock Educational Journal: A Journal of Educational Research and Practice. For more content please visit http://brocked.ed.brocku.ca/

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