Learning to Teach on a Construction Site: Applying Kolb's Model to the Student Teaching Practicum
Date
2016-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Calgary
Abstract
This study examines the pre-professional development of two pre-service teachers
during a non-traditional student teaching placement on a housing construction
site. The findings are analyzed from the perspective of Kolb’s (1984) model and
examined against the Teaching Effectiveness Framework by Friesen (2009) to
outline a powerful opportunity for field-based teacher education. Initial findings
point to an enriched pre-service teaching environment that provided the
opportunity to create rich inquiry based interdisciplinary lessons related to the
building project, the potential to build pre-service teacher conversational and
workplace skills through interaction with community stakeholders and the
opportunity to develop competencies in peer feedback and collaboration.
Description
Keywords
Pre-service, Placement, Experiential, Construction
Citation
Burns, A., & Danyluk, P. (2016, May). Learning to Teach on a Construction Site: Applying Kolb's Model to the Student Teaching Practicum. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 61-70). Calgary, Canada: Werklund School of Education, University of Calgary.