An Evaluation Model for Practice Fields in Teacher Education: Contexts, Process, Outcomes, and Transfer
Gail Fitzgerald, University of Missouri-Columbia, United States ; Kevin Koury, California University of Pennsylvania, United States ; Candice Hollingsead, Andrews University, United States ; Kevin Miller, University of Central Florida, United States ; Katherine Mitchem, West Virginia University, United States
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Practice fields provide authentic learning experiences where users come to "know about problems and practices" faced in real professional practice and develop knowledge and skills to transfer to professional roles. Evaluating learning outcomes and transfer of knowledge and skills from training to use is complex. The evaluation needs to identify the contexts and implementation strategies that are effective for producing learning as well as facilitating their transfer to professional practice in real environments. This presentation describes an evaluation model based on multiple research studies that can be used for assessing learning outcomes and transfer from practice field systems involving interactive cases, computer-mediated discussions, and electronic performance support tools.
Fitzgerald, G., Koury, K., Hollingsead, C., Miller, K. & Mitchem, K. (2004). An Evaluation Model for Practice Fields in Teacher Education: Contexts, Process, Outcomes, and Transfer. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1750-1757). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)