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An Evaluation Model for Practice Fields in Teacher Education: Contexts, Process, Outcomes, and Transfer
PROCEEDINGS

, University of Missouri-Columbia, United States ; , California University of Pennsylvania, United States ; , Andrews University, United States ; , University of Central Florida, United States ; , 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

Abstract

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.

Citation

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). Retrieved November 22, 2019 from .

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