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A Study of Taiwan's Medical Internship and Its Application to Internship System for Elementary School TeachersHsu, Hsiu-Ling 18 February 2011 (has links)
The purpose the study is to explore the feasibility of the ¡§Medical Internship¡¨ application to ¡§Elementary School Internship¡¨ in Taiwan. By way of Literature Review, Document Analysis, and Semi-structural Interview, the researcher first separately comprehended the two systems in which six dimensions are included Organizational Structure, Counselor, Content, Manner, Grade Assessment, and Qualification, then used the Comparative Education Research to compare and analyze the two systems. Finally, after the induction of the results, the researcher compiled the questionnaire about ¡§Medical Internship should be applied to Elementary School Internship¡¨.
Objects of study, 375 people in all who were selected with Purposive sampling include schoolmasters, directors, section chiefs, intern teachers, and interns from elementary schools subsidized by Ministry of Education in 98 school academic year. Among them, 352 effective questionnaires retrieved, and the effective questionnaire rate is 94%. The feasibility of the questionnaires was analyzed by way of Descriptive Statistics, Independent Sample T Test, and One Way Analysis of Variance.
The conclusions from this study are:
1. Organizations that execute Elementary School Internship lack Certifications,
Evaluations, Reward Measures, and administrative department that specialize inthis duty.
2. The lack of Certifications, Trainings, Reward Measures, and Team Operation for the Interns.
3. The schedules and training programs of Elementary School Internship are not complete and explicit.
4. The lack of Interactive team discussion and Problem-oriented learning manners.
5. Assessment items, tools, and the applications from the results of Elementary School Internship are not comprehensive.
6.The arrangement of the schedules of Elementary School Teacher¡¦s Qualification Examinations is not suitable; the access methods of certifications are not exact.
7. The innovations of the Elementary School Internship focus on systems, whereas those of Medical Internship focus on programs and teaching.
8. Among the 46 questions, the levels of agreement of 40 of them are higher than the average levels. It means that the manner is feasible.
9. Among all the questions, higher level of agreement falls on Organizational Structure and Grade Assessment.
10. For different school types, educational backgrounds and seniorities, levels of agreement from these intern teachers are apparently diverse. Among them, the level of agreement from affiliated experimental elementary school is higher than that of normal elementary schools. Educational backgrounds of the teachers of Teacher¡¦s College are higher than that of other teachers from other universities. Seniority which is over 21 is higher than that of other teachers of other schools.
Suggestions of these conclusions are:
1.Certifications, Evaluations, Reward Measures, and administrative department that specialize in Elementary School Internship should be established.
2. Certifications, Trainings, Reward Measures, and Team Operation should be
established for the Interns.
3. Educational Internships for homeroom and subject teachers of different grades should last for one year. The duration of Administrative Internships should be shortened.
4. Unified Assessment standards and items should be established. The results of the assessment should relate Teacher¡¦s Qualification Examinations.
5. Interactive team discussion and Problem-oriented learning manners should be reinforced in the Internship Programs of Teacher Education Colleges
6.Teacher¡¦s Qualification Examinations should be altered as National Examinations, and executed as Two-tier Assessments. The first examination can be the ¡§Pre-internship¡¨ written tests, and the second stage can be situational teaching assessment such as ¡§Post-internship¡¨ interviews, and teaching demonstrations.
In conclusion, in accordance with the above-mentioned conclusions and suggestions, the researcher proposed the innovative model ¡§Medical Internship should be applied to Elementary School Internship¡¨ as the reference of Elementary School Internship reform in Taiwan.
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A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded InternshipOsmond, Stephanie 01 January 2015 (has links)
The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master*s in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers*, but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators. The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.
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Accompanying “in-service teaching” internships of prospective mathematics teachers – a model for encouraging exchange between theory and practice using the triple coaching approachKuntze, Sebastian, Wagner, Anke, Wörn, Claudia 04 May 2012 (has links) (PDF)
Developing professional expertise of prospective teachers not only in terms of theoretical knowledge but also in terms of competencies of designing challenging and cognitively activating learning opportunities in the mathematics classroom is certainly one of the key aims of internship phases in pre-service mathematics teacher training. As mathematics-related theoretical contents of teacher training and practice-related learning opportunities of school internships are not always linked in an optimal way, this paper aims at discussing a model of an intensive internship phase combined with a triple coaching approach partly integrated in a course accompanying the internship phase.
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Accompanying “in-service teaching” internships of prospective mathematics teachers – a model for encouraging exchange between theory and practice using the triple coaching approachKuntze, Sebastian, Wagner, Anke, Wörn, Claudia 04 May 2012 (has links)
Developing professional expertise of prospective teachers not only in terms of theoretical knowledge but also in terms of competencies of designing challenging and cognitively activating learning opportunities in the mathematics classroom is certainly one of the key aims of internship phases in pre-service mathematics teacher training. As mathematics-related theoretical contents of teacher training and practice-related learning opportunities of school internships are not always linked in an optimal way, this paper aims at discussing a model of an intensive internship phase combined with a triple coaching approach partly integrated in a course accompanying the internship phase.
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