Search results for: Cooperating teachers

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.

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.

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.

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.