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Closing the pre and in‐service gap: Perceptions and implementation of the IPA during student teaching
Author(s) -
Eddy Jennifer,
Bustamante Carolina
Publication year - 2020
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/flan.12481
Subject(s) - psychology , closing (real estate) , certification , pedagogy , teacher education , focus group , supervisor , perception , professional development , teacher preparation , qualitative research , medical education , service (business) , mathematics education , sociology , political science , medicine , social science , neuroscience , anthropology , law , economics , economy
This research explored the experiences of nine preservice teacher candidates of Spanish in world language teacher education programs at two higher education institutions implementing the Integrated Performance Assessment (IPA) as Student Teachers (ST), as well as perceptions of seven Cooperating Teachers (CTs) and the University Field Supervisor. This qualitative, multiple‐case study included data from interviews, focus groups, and classroom observations. Four themes emerged from the data analysis: (a) STs’ preparation and CT's familiarity with the IPA; (b) STs’ implementation of IPA and CTs’ reactions; (c) impact of clinical experience on STs and CTs' pedagogical beliefs; and (d) professional development needs. The article concludes with recommendations for world language teacher certification programs and professional development opportunities for in‐service, CTs.