Search results for: Cooperating teachers
Page 4/7 66 items
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers
This article reports on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. Results can be used individually or collectively to facilitate cooperating teacher professional development by providing the opportunity for dialog around a set of common issues.
Updated: Nov. 20, 2013
Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers’ Conceptual Metaphors
This study was aimed to examine how cooperating teachers engaged in the supervision of student teachers conceptualised mentorship. This study also examined how cooperating teachers cognitively framed and gave meaning to their supervising role and work. Twenty distinct metaphorical concepts were found in the data. These 20 metaphors demonstrated three categories that indicated relationship issues between the cooperating teacher and the student: ‘interpersonal relationship’, ‘power sharing’ and ‘tension and conflict’. All of the metaphors found in this study centre on the concept of horizontal mentoring relationships that engender a balance of power.
Updated: Nov. 13, 2013
This study examined preservice secondary science teachers’ perceptions of the classroom learning environment as experienced during their practicum. The study also compared this classroom learning environment to their espoused views of an ideal science classroom. The qualitative findings are corroborated by some of the results from the CLES scales, suggesting that preservice teachers perceived their practicum classrooms to incorporate only a few of the constructivist learning environment factors. Furthermore, most preservice teachers also believed that their practicum should be a flexible apprenticeship, where science teaching innovation was supported.
Updated: Oct. 22, 2013
This article provides a case study of a student teacher (ST) whose beliefs about social constructivist pedagogy were reinforced by the competing views of teaching and mentoring that collided during her student teaching. This student teacher was assigned to work with two veteran CTs in English. The authors highlight the significant impact of the cooperating teacher’s approach to mentoring on a student teacher’s developing practice. The authors argue that this case study highlights the influence of mentoring on STs’ pedagogy.
Updated: Jul. 02, 2013
The current study examined whether blogging could be an effective vehicle to support preservice teacher critical reflection. The participants were 10 preservice teachers enrolled in a science teacher methods course at a public university in the southeastern United States. The findings reveal that thirty-nine percent of blog entries were at the non-reflection or understanding levels, and 61% of the blog entries were at the reflection or critical reflection levels. Furthermore, thirty-one percent of the reflections made about observations of the cooperating teacher were at understanding level.
Updated: Apr. 22, 2013
Pre-service Teachers’ Greater Power to Act in the Classroom: Analysis of the Circumstances for Professional Development
This case study examined the professional development of a pre-service mathematics teacher. The objective was to identify the circumstances in which professional activity developed during and as a result of mentoring interactions and classroom teaching experience. The results show that the instructions given by the co-operating teacher, university supervisor, and an experienced maths teacher were resources for this development when they allowed the pre-service teacher to think about her teaching activity and construct more personal actions, adapted to the characteristics of her classroom experience.
Updated: Feb. 25, 2013
The Impact of and Key Elements for a Successful Virtual Early Field Experience: Lessons Learned From a Case Study
In this case study, a pilot field experience centered on the topic of Virtual School (VS) was created and offered virtually. The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates’ understanding of VS. Overall, the results showed that this pilot study had positive impact on the teacher candidates.
Updated: Jun. 27, 2012
This article focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory–practice gap commonly associated with “front-end loading” programs. The findings point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment.
Updated: Feb. 22, 2012
An Investigation of the Nature of Feedback Given to Pre‐service English Teachers during their Practice Teaching Experience
This study explores how university supervisors and cooperating teachers approach giving feedback during the practice teaching experience to pre‐service English language teachers. The study also examines the nature of feedback they give through post‐lesson conferences and written evaluations.
Updated: Jul. 26, 2011
A Fundamental Partnership: The Experiences of Practising Teachers as Lecturers in a Pre-service Teacher Education Programme
This article reports an evaluation of an innovative university-school partnership in which teacher practitioners work as university lecturers in a regional Australian pre-service teacher education programme. The goal of the study was to understand the experiences and outcomes for the teacher practitioners and in documenting their experiences.
Updated: Jul. 05, 2011