Search results for: Hoffman James
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What Can We Learn from Studying the Coaching Interactions between Cooperating Teachers and Preservice Teachers? A Literature Review
This review examined what the research has revealed about the coaching interactions between cooperating teachers and preservice teachers around practice. The authors identified 46 studies as meeting the criteria for inclusion. The analysis yielded fourteen findings with varying levels of support. The authors have grouped these findings for presentation purposes around four areas: current practices and conditions, innovations in practice, relationships and tensions and local contexts and teaching practices.
Updated: Aug. 15, 2018
The study focused on the insights preservice teachers gained from working closely beside one emergent writer. The authors report on six focus cases and identify five cross-case themes—describing preservice teachers who (a) approached young children’s efforts to compose texts with deep appreciation regardless of the child’s level of development; (b) deeply valued the time spent near a young writer and described their own learning as emanating both from the writer and the writing; (c) gained an understanding of how literacy emerges/develops, and made efforts to take up the discourse of literacy teachers; (d) talked sensitively about the importance of their teaching moves—the “just right” invitations or steps that enabled children to take risks; and (e) valued the purposeful writing that emanated from children’s interests and lives and motivated them to write.
Updated: Oct. 05, 2016