共查询到20条相似文献，搜索用时 31 毫秒
1.
Doug Hamman DeAnn Lechtenberger Nora Griffin-Shirley Li Zhou 《The Teacher Educator》2013,48(4):244-256
Preparation of new teachers to work effectively in inclusion settings has not kept pace with demands created by recent reforms. General-education candidates typically receive limited exposure to inclusion strategies at the preservice level, and often their only meaningful preparation comes in the practicum setting. The purpose of this article was to examine the manner in which characteristics of cooperating teachers and the practicum settings affected efficacy for teaching students with disabilities. General-education student teachers responded to questionnaires about their collaboration with cooperating teachers, the focus on inclusion instruction in their practicum setting, and their efficacy for providing inclusion instruction. Results from a structural equation model indicated that efficacy is predicted both by focus and by collaboration with the cooperating teacher. Discussion focuses on implications for teacher preparation and directions for future research. 相似文献
2.
This paper describes a study of 28 student‐teachers during a three‐week practicum in which participating students were asked to keep an unstructured journal describing their experiences and reactions to the practicum. The paper examines the perceptions that these students had of the supervision provided by their cooperating teachers. It identifies four distinct styles of teacher supervision, ranging from neglectful practices which alienate students from the practicum experience, to collegial practices which prove to be empowering. The paper concludes that supervision which is collegial is more likely to facilitate the professional growth of student‐teachers and enhance reflective action. 相似文献
3.
Wendy Hastings 《Teachers and Teaching》2013,19(2):135-148
The paper reports some of the findings of a qualitative case study that examined the perceptions of the role of cooperating teachers as they supported pre‐service teacher colleagues. The study revealed a number of significant issues related to professional learning and teachers’ ‘ways of knowing’. One of the most significant results to emerge was the emotional dimension of the role of the cooperating teachers. Previous studies related to education per se have identified an ‘emotional dimension’ for the students and teachers, respectively. However, there has been limited research that identifies this important aspect of pre‐service teacher education programmes for the school‐based teacher educator. This paper explores issues related to the emotional intensity of the role through the ‘voices’ of the cooperating teachers as they describe the roller‐coaster ride of emotions that the practicum generates. Discussion will address the implications of such findings in light of the increasing demands of teachers’ work and the complexity of their workplace. 相似文献
4.
Evrim Erbilgin 《Teaching Education》2014,25(3):261-293
This article reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The program was planned as a kind of practicum: the cooperating teachers participated in the program while working with a student teacher. The program included activities where the cooperating teachers reflected on their supervisory beliefs and practices in collaboration with each other. The case study method was used, where the case was the designed program. Data analysis indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching. 相似文献
5.
《Teaching and Teacher Education》2006,22(7):910-921
The learning opportunties for student-teachers in practicum settings has long been acknowledged and studied in considerable depth. However, the learning opportunities for cooperating teachers, while celebrated and extolled as an important reciprocal benefit, have not been verified to the same degree. Drawing on the concept of reflection, and specifically the ways in which teachers reframe aspects of their advisory practice, this study follows the conversations of five teachers and their student-teachers during a 13-week practicum. Among the things that we learn from these teachers is that the oft-heard argument that “a teacher is a teacher is a teacher” is wrong-headed, that the biography and the cultural milieu that shape one's advisory practices needs to be explicit, and that reflection is born of incidents but primarily thematic in nature. 相似文献
6.
The paper describes and analyzes the interactions between university tutors, cooperating teachers, and the student teachers in guided practice situations. The main aim of the study was to gain insights into the mode of interaction and the nature of massages transmitted in a variety of settings of practice teaching. The study reveals the dominance of evaluative comments made by cooperating teachers and their focus on issues of content. Alternative approaches and teaching modes were mentioned only rarely, cooperating teachers seem to rely mostly on their own wisdom of practice and tend to transmit traditions of “succesful” teaching modes. Student teachers were mostly passive and the mode of interaction authoritative. The paper suggests a distinction between an “incremental” versus a “comprehensive” practicum. It is suggested to focus on issue-specific post-lesson conferences which are planned jointly by student teachers, cooperating teachers, and university tutors. 相似文献
7.
Shawn Michael Bullock 《Studying Teacher Education》2017,13(2):179-192
AbstractThis self-study frames the influences of cooperating (or mentor) teachers on teacher candidates in my teacher education classroom as an action-at-a-distance on my pedagogy of teacher education; that is, a tacit set of influences and expectations that teacher candidates develop about my course before it even begins. Interviews with teacher candidates enabled me to develop two conceptual metaphors to think about the relationships candidates develop with cooperating teachers on practicum. The first, freedom with foundation, reflects the fact that teacher candidates hope to have considerable autonomy in their practicum placements while simultaneously having the support from their cooperating teacher to receive meaningful, regular, feedback. The second, power and performance, names the tensions teacher candidates feel in experiencing the practicum as a site of performance rather than as a site of learning. I offer some specific pedagogical ways in which I have responded to these issues before making a turn to self. I examined journal entries from my own experiences as a teacher candidate 20 years ago with a view to understanding the ways in which the two metaphors may have played a role in my own development as a teacher. This research compels me to attend explicitly to action-at-at-distance forces in my teacher education classroom, such as candidates’ relationship with cooperating teachers and my relationships with my former cooperating teachers. 相似文献
8.
This study focuses on similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of the mentor relationship in the context of an Israeli practicum program for pre‐service student teachers. These expectations, particularly when they conflict, can serve as major obstacles to the formation of contexts for learning. A focus group technique was used to bring the expectations of the participants concerning the role of the cooperating teacher to awareness and articulation. The theoretical framework of Calderhead and Shorrock (1987) was used to analyze the participants’ expectations into categories of educational orientations. Expectations of a practical and technical nature were found to be prevalent among members of both groups, whereas the student teacher group held more expectations for a personal relationship than the cooperating teacher group. Suggestions are given for bridging the gap in expectations between cooperating teachers and student teachers in the initial stage of the practicum program. 相似文献
9.
David Kahan 《The Teacher Educator》2013,48(1):63-77
Abstract In order to recruit, retain, and train quality cooperating teachers, a 35‐item instrument was devised to screen for attitudes toward systematic supervisory behavior, perceptions of factors that impact supervision, and beliefs about preferences for and styles of supervision. After pilot testing, the instrument was completed by 76 physical education cooperating teachers who supervised various field‐practicum students for a large southwestern university. Employing MANOVA followed by ANOVA, differences between groups of cooperating teachers were noted for one subscale: cooperating teachers who coached, taught at the high school level, or did not possess a postgraduate degree had less favorable attitudes toward systematic supervisory behavior. Gender and experience supervising did not differentiate subscale responses. Explanations for noted differences are presented as functions of teacher/coach role conflict, exposure to supervisory training, and the status of secondary physical education. Suggestions for refining the measurement instrument and using it to screen potential cooperating teachers are offered. 相似文献
10.
David Carter 《Teachers and Teaching》2013,19(5):481-497
This evaluation‐research feasibility study piloted the creation of a technology‐mediated managed learning environment (MLE) involving the implementation of one of a new generation of instructionally driven management information systems (IMISs). The system, and supporting information and communications technology (ICT) was employed to support collaborative approaches to practicum supervision in a ‘borderless’ manner. The generation and utilization of information by student teachers and their supervisors was monitored and evaluated in order to ascertain how teaching competence development and reflective practice could enhance professional decision‐making in information‐rich settings involving the use of IMIS technology. Patterns of communication across the triad of the university tutor‐supervisor, school‐based cooperating teacher and student teacher were investigated using a multi‐site case study involving two schools and one university. The efficacy of the instructional information management system in supporting evidence‐based practice by student teachers, and those who supervised them was also evaluated. 相似文献
11.
In 1999, all student teachers at secondary I level at the University of Bern who had to undertake an internship were asked to participate in a study on learning processes during practicum: 150 students and their mentors in three types of practicum participated—introductory practicum (after the first half‐year of studies), intermediate practicum (after two years of studies) and final practicum (after three years of studies). At the end of the practicum, student teachers and mentors completed questionnaires on preparing, teaching and post‐processing lessons. All student teachers, additionally, rated their professional skills and aspects of personality (attitudes towards pupils, self‐assuredness and well‐being) before and after the practicum. Forty‐six student teachers wrote daily semi‐structured diaries about essential learning situations during their practicum. Results indicate that in each practicum students improved significantly in preparing, conducting and post‐processing lessons. The mentors rated these changes as being greater than did the student teachers. From the perspective of the student teachers their general teaching skills also improved, and their attitudes toward pupils became more open. Furthermore, during practicum their self‐esteem and subjective well‐being increased. Diary data confirmed that there are no differences between different levels of practicum in terms of learning outcomes, but give some first insight into different ways of learning during internship. 相似文献
12.
Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an international practicum in the Solomon Islands. It considers the way the cooperating teachers were positioned within the partnership, and raises questions about the way the university engages with host schools and teachers in international contexts, particularly in developing countries. Drawing on postcolonial theory, we investigate the complexity and contradictions in relationships between the pre-service teachers and cooperating teachers. We conclude by offering suggestions for valuing the role of cooperating teachers in these contexts. 相似文献
13.
Edwin G. Ralph 《Journal of Personnel Evaluation in Education》2002,16(3):191-210
This article examines the contextual supervision (CS) model that has been developed and applied in several practicum settings of teacher-education programs over the past ten years. The study synthesizes the research findings on the potential effectiveness of CS in assisting faculty supervisors and classroom cooperating teachers with the task of mentoring pre-service teachers to develop their instructional repertoire. The CS model is described, its rationale is presented, research results on its application are summarized, its strengths and limitations are identified, and implications of its usefulness as a mentoring tool to enhance teacher performance are drawn. 相似文献
14.
This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: ‘self-trainer’, ‘networker, ‘social supporter’, ‘academic supporter’, and ‘psychological supporter’. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums. 相似文献
15.
Amy Van Schagen Johnson Karen M. La Paro Danielle A. Crosby 《Early Childhood Education Journal》2017,45(2):229-236
The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their cooperating teacher and intrapersonal feelings while in the classroom), overall practicum satisfaction, and their sense of teacher efficacy. Results revealed that practicum students generally reported feelings of being energized and relaxed, though some practicum students reported feelings of frustration in their practicum classrooms. Feeling energized and relaxed and students’ perception of fit with their cooperating teacher were positively associated with practicum satisfaction and practicum students’ teacher efficacy. Feelings of frustration were negatively associated with students’ fit with their cooperating teacher, practicum satisfaction, and students’ teacher efficacy. Higher levels of practicum satisfaction predicted higher practicum students’ teacher efficacy. Findings highlight the importance of understanding early practicum experiences and what factors of the practicum experience contribute teacher efficacy. Implications for future research and practice for early childhood teacher preparation programs are discussed. 相似文献
16.
《Teaching and Teacher Education》2006,22(3):263-279
University teacher education programs often struggle to attract cooperating teachers. Given this situation, it is obviously of interest to determine what factors may attract teachers to, or repel them from, the cooperating role. It is also of interest to determine, in general terms at least, what characteristics cooperating teachers share.This paper develops a profile of cooperating teachers who agreed to work with student teachers, and discusses factors that encourage or dissuade them from taking on their important role. Results suggest that teachers’ positive motivations to take practicum students revolve around a solid set of professional commitments to self, students, and the profession. However, the actual experience of working with student teachers can run counter to these positive motivations, and may dissuade teachers from continuing in their cooperating role. The findings have strong implications for developing a cohort of motivated, committed and capable school-based cooperating teachers to work with the future generation of teachers. 相似文献
17.
Dr Kathryn Scantlebury Ellen Johnson Scott Lykens Rennie Clements Susan Gleason Robert Lewis 《Research in Science Education》1996,26(3):271-281
Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with
student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies,
questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive
cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order
questions than their peers.
Concord High School
Caesar Rodney High School
Glasgow High School
Middletown High School
Hanby Middle School 相似文献
18.
Christine Lotter Jonathan Singer Jenice Godley 《Journal of Science Teacher Education》2009,20(6):553-582
This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views
and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were
three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom
settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and
enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of
incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded
through both methods instructor and cooperating teacher support and tied to analytic self-reflection. 相似文献
19.
20.
Rosemary Dobbins 《Asia-Pacific Journal of Teacher Education》1996,24(3):269-280
This paper reports on a study in which I have been involved for the last 4 years, investigating the learning of final‐year primary student teachers and their school‐based teacher educators during the practicum. It highlights specifically the findings associated with the process of reflection in which the student teachers were engaged. Three particular findings are presented and discussed in relation to: the impact of reflection on student teachers’ learning; the quality of reflection in which they engaged; and specific strategies designed to facilitate reflection. It is argued that developing a ‘reflective practicum’ presents many challenges for teacher educators, including changing how the practicum is conceptualised and structured. A further challenge arises as a result of the inevitable shift in power and control which will occur if the changes are embraced. Teacher educators will be faced with some new questions regarding the ways they work in the practicum, if developing a reflective practicum is a priority. 相似文献