Search results for: Cooperating teachers
Page 3/7 66 items
This study investigated the differences between trained Clinical Faculty (CF) and untrained cooperating teachers (CTs) in terms of their sense of self-efficacy for mentoring student teachers; ratings of student teachers’ performance; new teachers’ perceived competence; and new teachers’ perceived impact on K-12 student learning and development. The findings reveal that trained Clinical Faculty tended to have greater self-efficacy for mentoring. The findings showed that greater accuracy in assessing student teacher performance may result in stronger actual performance of student teachers placed with CF as compared to those placed with untrained CTs, as evidenced by comparably higher evaluations by university supervisors.
Updated: Feb. 10, 2015
Leveraging Data Sampling and Practical Knowledge: Field Instructors’ Perceptions About Inter-Rater Reliability Data
This study examined the attitudes of field instructors regarding inter-rater reliability analyses. The authors analyzed the discussions of the university-based field instructors about what accounted for varying correlations. Qualitative data analysis found that 7 field instructors assumed divergent scores indicate weakness in evaluation processes and posited conflicting root causes.
Updated: Dec. 23, 2014
Preparing Classroom Teachers to Be Cooperating Teachers: A Report of Current Efforts, Beliefs, Challenges, and Associated Recommendations
This article reports on a study which examined the efforts of 62 early childhood teacher education faculty to prepare cooperating teachers to work with preservice teachers. Since the nature and purpose of this preparation and support must be carefully examined in order to identify key features that will truly enhance the ability of these teachers to provide the type of mentoring that leads to quality field experiences.
Updated: Nov. 24, 2014
Opening the Black Box of Field Experiences: How Cooperating Teachers’ Beliefs and Practices Shape Student Teachers’ Beliefs and Practices
The purpose of this study was to describe how six preservice science teachers learn to teach over a year and explain their learning by documenting their field experiences, teacher education courses, and their changing beliefs and practices. The findings reveal that teaching practices were strongly influenced by the cooperating teachers. Initially, all six interns attempted to mimic the lessons they witnessed their cooperating teachers teach. Later, the interns independently implemented instruction that emphasized key instructional or relational strategies as the cooperating teachers, regardless of whether or not they were experiencing success.
Updated: Nov. 06, 2014
This study investigated the nature of relationships among student teachers, university supervisors, and cooperating teachers in one UAE teacher education program. The findings reveal that most student teachers preferred the collaborative approach to supervision. The cooperating teachers most often used collaborative supervision with student teachers. In contrast, the university supervisors used directive approach. Moreover, unlike cooperating teachers, university supervisors had negative opinions of the abilities of student teachers in this program.
Updated: Oct. 07, 2014
The purpose of this study is to investigate the idiographic roles of mentors who supervise student teachers in distance-learning pre-service teacher education programs during practicum. The findings of the study revealed that the cooperating teachers identified the following tasks as their mentoring responsibilities: ‘Providing facilitative information to enhance classroom performance’, ‘Giving constructive feedback on teaching performance’, ‘Helping student teachers form a professional identity and become aware of their professional development’, ‘Providing moral support’, ‘Facilitating socialization of the student teacher’, ‘Scaffolding lesson planning’, ‘Willingly offering facilitative information’, ‘Helping students to use and understand observation forms’, ‘Preparing for the mentor role’ and ‘Interacting with other cooperating teachers’.
Updated: Sep. 29, 2014
This review seeks to move conceptions of the ways in which cooperating teachers participate in teacher education beyond commonly held beliefs to empirically supported claims. The analysis generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children.
Updated: Sep. 22, 2014
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. Psychometric properties of the The Mentoring Profile Inventory (MPI) quantified important features of both the motivating and challenging aspects of mentoring student teachers and are shown to be robust.
Updated: Aug. 25, 2014
Examining Changes of Preservice Teachers’ Beliefs about Technology Integration during Student Teaching
This case study aimed to examine changes in preservice teachers’ beliefs about technology integration during the student teaching semester in USA. The findings indicated the preservice teachers’ beliefs about technology integration changed in two directions. Although changes may be attributed to cooperating teachers’ practices about technology integration, this study suggested that cooperating teachers’ modeling does not necessarily lead preservice teachers to change their beliefs about technology integration in a positive way.
Updated: May. 26, 2014
The aim of the study was to ascertain what skills were reinforced or developed by local cooperating teachers via the process of supervising student-teachers in the Cayman Islands and Saint Kitts-Nevis. The participants were four cooperating teachers from University College of the Cayman Islands Teacher Education programme and four cooperating teachers from St Kitts-Nevis. The findings reveal that skills cooperating teachers developed or reinforced were categorised as essential teaching, mentoring, collaborating and strategic. The authors argue that teachers should be recognised for the dynamic role that they play in the education of the nation’s teachers. Therefore, there is the need to develop a policy to guide this initiative. Furthermore, this study suggests the need to provide opportunities to encourage cooperating teachers to engage reflectively with their teaching.
Updated: Feb. 03, 2014