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Author: Andrea Talavera Cortez Publisher: ISBN: Category : Languages : en Pages : 242
Book Description
This study describes 29 cooperating teachers' perceptions of the student teaching experience. Because cooperating teachers are an integral part of teacher education programs, it is important to learn more about how elementary and secondary cooperating teachers view their roles. Fifteen elementary and 14 secondary cooperating teachers were interviewed about their perceptions of their work with student teachers. The research questions were: (a) What are cooperating teachers' perceptions of their responsibility for interacting with student teachers? (b) How do cooperating teachers report making decisions about student teachers' classroom responsibilities? (c) What are cooperating teachers' perceptions of the purposes of student teaching? (d) How do cooperating teachers describe their roles? (e) How do cooperating teachers perceive their own professional learning as a result of working with student teachers? The interview data document that there are more similarities than differences between elementary and secondary cooperating teachers' views of their work. Both elementary and secondary teachers had plans for gradually easing student teachers into classroom responsibilities. They used the same indicators of readiness for teaching. They perceived themselves as valuable partners in the process of teacher education. Having worked with many student teachers, the cooperating teachers in this study perceived that their classrooms served as laboratories for learning how to teach. They also felt that student teachers were able to learn about children. The major difference between elementary and secondary teachers was that teachers' expectations for student teachers at the secondary level were more content specific. Elementary teachers tended to expect their student teachers to be generalists.
Author: Andrea Talavera Cortez Publisher: ISBN: Category : Languages : en Pages : 242
Book Description
This study describes 29 cooperating teachers' perceptions of the student teaching experience. Because cooperating teachers are an integral part of teacher education programs, it is important to learn more about how elementary and secondary cooperating teachers view their roles. Fifteen elementary and 14 secondary cooperating teachers were interviewed about their perceptions of their work with student teachers. The research questions were: (a) What are cooperating teachers' perceptions of their responsibility for interacting with student teachers? (b) How do cooperating teachers report making decisions about student teachers' classroom responsibilities? (c) What are cooperating teachers' perceptions of the purposes of student teaching? (d) How do cooperating teachers describe their roles? (e) How do cooperating teachers perceive their own professional learning as a result of working with student teachers? The interview data document that there are more similarities than differences between elementary and secondary cooperating teachers' views of their work. Both elementary and secondary teachers had plans for gradually easing student teachers into classroom responsibilities. They used the same indicators of readiness for teaching. They perceived themselves as valuable partners in the process of teacher education. Having worked with many student teachers, the cooperating teachers in this study perceived that their classrooms served as laboratories for learning how to teach. They also felt that student teachers were able to learn about children. The major difference between elementary and secondary teachers was that teachers' expectations for student teachers at the secondary level were more content specific. Elementary teachers tended to expect their student teachers to be generalists.
Author: Romena M. Garrett Holbert Publisher: ISBN: Category : Languages : en Pages : 246
Book Description
Results from this study and follow up research enable enhanced understanding of cooperating teachers' roles and action while working with student teachers. Additionally, this work promotes dialogue between entities related to teacher education and provides an opportunity for student teachers to reflect and provide feedback on key elements of their student teaching experiences.
Author: Holly Jo Kasperbauer Publisher: ISBN: Category : Languages : en Pages :
Book Description
A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A & M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agriculturalscience courses completed, academic classification, race/ethnicity, and agricultural workexperience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, "Do you plan to teach agricultural science when you graduate?" Accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.
Author: Woon Chia Liu Publisher: Routledge ISBN: 135117326X Category : Education Languages : en Pages : 173
Book Description
Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Author: Douglas Glenn Morrish Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to determine important elements and placement practices of student teaching as perceived by teacher educators and how well each student teacher perceived his/her quality of experience based on these criteria. Data were collected using mail questionnaires following procedures by Dillman (2000). Three different mail questionnaires were used to gather information from 50 different head teacher educators (35 responding), 77 teacher educators (45 responding), and 204 student teachers from the 2001-2002 academic school year (140 responding). Head teacher educator respondents indicated that the number one placement practice for placing student teachers was that of the cooperating teacher having at least three years teaching experience (mean=4.61). Teacher educator respondents indicated that a cooperating center having access to the World Wide Web (mean=4.79) was the most important element of a cooperating center. Additionally, teacher educators indicated that a cooperating teacher who supports other school activities was the most important cooperating teacher element (mean=4.28). As a whole, student teachers indicated that they learned a great deal from their student teaching experience (mean=4.65) and that the student teaching component of their teacher education program was the most valuable component (mean=4.54). Statistically siginificant relationships between student teacher perceptions of their cooperating center elements and the quality of their student teaching experience existed. The elements with a positive correlation and statistical significance included cooperating center facilities (r=.447) and cooperating teacher and student teacher relationships (r=.853). The correlation coefficient (r=.389) between the level of importance of student teaching placement methods and the quality of the student teacher experience indicated a low positive relationship (Davis, 1971, but was not significant at the .05 alpha level. This indicated that the more time and effort teacher educators spend on placing student teachers may increase the student teacher's quality of experience.
Author: Dawn Paulson Publisher: ISBN: 9781321474831 Category : Cooperating teachers Languages : en Pages : 142
Book Description
Major findings of the study included cooperating teachers' lack of preparation for the semester, cooperating teachers' beliefs in a need for better selection of student teachers, their desire for feedback, roles they feel they should play (role model, mentor, judge, etc.), and their desire for power and respect. Recommendations include suggestions for university policy regarding candidates, university supervisors, and student teaching.
Author: Carley Meyer Schweinberg Publisher: Rowman & Littlefield ISBN: 1475820321 Category : Education Languages : en Pages : 107
Book Description
Learn about what your cooperating teacher or student teacher is really thinking—no mind reading necessary! This concise book is written for both teacher interns and mentor teachers, and addresses “relationship” problems in real world language that interns and mentors may encounter as they begin their placement together. Each chapter of Learn to Teach: Responsibilities of Student Teachers and Cooperating Teachers outlines a new topic pertinent to a cooperating teacher and student teacher pair. Each section is broken into the two perspectives—the student teacher and the mentor teacher. Working relationships between teacher interns and mentor teachers do not need to feel stiff and obligatory! The sections within this book are brief, easy to read, and will lead to meaningful discussion that will create connections between an educator-student educator pair. When student teachers and cooperating teachers begin their professional relationship out on the right foot students, parents, administrators, university professors, teachers, and teachers-to-be win!
Author: Abby Volmer Publisher: ISBN: Category : Languages : en Pages : 226
Book Description
College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching. The purpose of this study is two-fold: 1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the co-teaching model of student teaching and 2) assess the model's effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows: Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model's ability to prepare student teachers for their first year of teaching? Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model's ability to prepare student teachers for their first year of teaching? Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model's ability to prepare student teachers for their first year of teaching? The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience. The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model's barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher. On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.
Author: Andrea Talavera Cortez
Author: Andrea Talavera Cortez
Author: Romena M. Garrett Holbert
Author: Holly Jo Kasperbauer
Author: Woon Chia Liu
Author: Sandra L. Gallemore
Author: Douglas Glenn Morrish
Author: Dawn Paulson
Author: Carley Meyer Schweinberg
Author: Mary Theresa Mallard Bennett
Author: Abby Volmer