共查询到20条相似文献，搜索用时 31 毫秒
1.
Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better
understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom
cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications
revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the
university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of
the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and
learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions
concerning the supervision of student teachers are made along with recommendations for further research. 相似文献
2.
Kathryn Rhoads Iuliana Radu Keith Weber 《International Journal of Science and Mathematics Education》2011,9(4):999-1022
Nine prospective secondary mathematics teachers were interviewed about their teaching internship experience. The results of
these interviews revealed that 7 of the 9 participants professed to value reform-oriented teaching and conceptual understanding
in mathematics, yet all were paired with cooperating teachers who seemed to value traditional instruction and procedural understanding
in mathematics. We explored the reasons that some of these student interns had positive experiences with their cooperating
teachers and university supervisors while others had negative experiences. We found that the participants valued (a) critical
feedback that was constructive and contained concrete recommendations for improvement, (b) freedom to use their own teaching
methods, and (c) a friendly and supportive relationship with their mentors. The differing teaching philosophies of student
teachers and their cooperating teachers contributed to negative experiences only when student teachers were not allowed freedom
in their teaching methods. 相似文献
3.
4.
《Studying Teacher Education》2013,9(1):53-66
Survey data from 222 student teachers at a small, liberal arts college were used to address the following three questions: Do university supervisors add value to the student teaching experience? Do student teachers distinguish between the roles played by supervisors and those played by cooperating teachers? How do student teachers characterise good supervision? Findings support the perspective that university supervisors serve a distinct and important function. Supervisors managed the experience, served as confidantes, and made evaluative judgments about performance. Cooperating teachers were viewed as instructional coaches who gave student teachers the physical and psychological space to try out strategies while supporting their efforts with feedback, modelling, and materials. As a result of this self-study, the unit looked for ways to elevate the role of supervisors and to engage supervisors in conversations about programme improvement. 相似文献
5.
《Teaching and Teacher Education》1995,11(5):501-518
This paper examines “guided teaching” relationships between student teachers and their university supervisors and cooperating teachers, and the influence of these relationships on learning to teach. With few exceptions, the cooperating teachers and university supervisors in the study played limited roles in the process of learning to teach. Exceptions were a small number of cooperating teachers who believed that they could and should play and active role in student teachers' learning, conducted longer and more frequent conferences with their student teachers, and provided more extensive feedback. Based on these findings, we suggest changes in the roles of the university supervisor and cooperating teacher designed to maximize the likelihood that student teaching will be teacher education and will help student teachers explore new ways of teaching. 相似文献
6.
Theresa Gurl 《Educational studies》2011,37(5):523-528
This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including “big ideas” of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built‐in opportunity for peer observation on a regular basis and the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings. 相似文献
7.
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
8.
Charlotte Scherer 《Journal of Experimental Education》2013,81(3):208-214
This research was designed to determine whether (1) selecting a pre-student teaching field-based experience brought about significant differences in secondary student teachers’ self-concepts and performance; and (2) whether self-concept scores were predictors of performance ratings. Student teachers who had selected Project Interaction (PI) and those who had no early field experience (NF) were pre-and posttested on four self-concept variables, and rated on performance by cooperating teachers, supervisors, and by self-ratings. Pretest self-concept scores were correlated with performance ratings. Results indicated the PI group had significantly more conflict on the pretest, which was reversed on the posttest to produce a trend toward significantly less conflict. The PI group had significantly higher self-esteem than the NF group on the posttest. No significant differences were found on performance ratings, but cooperating teachers’ ratings did correlate with pretest self-concept scores. It was concluded that early field experience appeared to have latent positive effects on self-concept. 相似文献
9.
《Early childhood research quarterly》1997,12(2):221-243
Student teacher beliefs about developmentally appropriate practice (DAP) were investigated in relation to socialization influences. Sixty student teachers (25 with elementary plus early childhood preparation, 35 with elementary only preparation) completed the Primary Teacher Questionnaire (PTQ), the Internal Locus of Control Index (ICI), and an adaptation of the PTQ rating cooperating teacher beliefs. Early childhood student teachers endorsed developmentally-based practices more than did elementary student teachers; the elementary group endorsed traditional practices more than did the early childhood group. Between-group patterns remained stable over the student teaching placement, indicating a strong preservice influence on beliefs. No within-group changes were found, indicating a continuity in beliefs across the student teaching experience. Results only partially supported the view that student teacher beliefs become similar to those of their cooperating teachers. Internal locus of control orientation had no effect on the convergence of student teacher and cooperating teacher beliefs. 相似文献
10.
Coteaching provides opportunities for teachers to collectively share responsibility for student learning. This paper reports on findings from a longitudinal study in which cooperating teachers cotaught science classes with student teachers. Through coteaching with student teachers, teachers expanded their teaching practice and developed new insights about their teaching. Coteaching served as professional development for the cooperating teachers. The experience provided them with renewed energy toward practice, opportunities to develop and implement curriculum, reflection as a catalyst for changing practice, and an expansion of professional roles into new arenas. 相似文献
11.
Encouraging the habit of seeing in student teaching 总被引：1，自引：0，他引：1
This article addresses how mentoring can move the student teachers' process of learning towards constructive teaching forms. An underlying assumption of such an approach is the need to understand what pupils know and say. The focus in the article is on how Sara, a cooperating teacher in Norway, encourages student teachers to start their student teaching by developing a mindset where seeing the kids is in focus. She does so by designing and taking care of natural learning situations, and by assisting them to develop their habit of seeing through their own teaching. 相似文献
12.
Doug Hamman Arturo Olivárez Jr. Mellinee Lesley Kathryn Button Yoke‐Meng Chan Robin Griffith 《The Teacher Educator》2013,48(1):15-29
Abstract Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief. 相似文献
13.
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
14.
《Teaching and Teacher Education》2004,20(7):681-692
To help student teachers solve real world problems during their internships, support from multiple sources is needed. In this study, a website was developed to provide support for student teachers by sharing cases and personal experiences. Student teachers exchanged comments about posted cases with both peer student teachers and experienced teachers. After 2 months of using the web for case discussion, questionnaires were distributed and interviews were conducted with a group of 20 student teachers. The results suggested that such an exchange helped them to increase their understanding of problems, to obtain knowledge and skills to solve problems, and to gain positive attitudes towards teaching as a profession. 相似文献
15.
Shihkuan Hsu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):307-318
Background Student teachers struggle with a wide range of problems because they are lacking professional knowledge, inexperienced in dealing with colleagues and students, and unfamiliar with school environments. It is essential for the survival of student teachers to establish supportive relationships for professional and personal help. Traditional support mechanisms for student teachers, such as cooperating teachers and university supervising teachers, often fail to provide the needed help. Analysing student teachers' help-seeking behaviour provides an avenue to explore the support they received. Purpose The study investigates how student teachers seek assistance. Using a Help-seeking behaviour questionnaire, student teachers' critical problems and their efforts to find assistance are examined. Sample The participants were 40 student teachers in a secondary education teacher certificate programme at a university in Taipei, Taiwan. The participants belonged to a class of about 100 student teachers who did their internships at local junior and senior high schools. The participants were teaching in eight subjects, and about two-thirds were female. Every student teacher was assigned a supervising teacher from the university and a cooperating teacher at the placement school. Design and methods The questionnaire asked the student teachers to pick a critical problem that they had encountered during the previous week. They were asked to describe the problem, whom they asked for help, how many times and through which communication channel the help was provided. The questionnaire was administered during March and May 2001. Critical problems were sorted into categories. Frequencies and percentages of the help-seeking instances were accumulated for different people and problem categories. Results Some student teachers requested help many times; others made a limited number of requests. The number of requests ranged from 1 to 38 per problem, with an average of 12 requests per problem. Among the requests for help (n = 935), only 2% were directed to university supervisors. The student teachers sought help from the cooperating teacher 15% of the time, and 41% of the time they asked student teacher peers for assistance. About 90% of the communication was face to face, 9% was by phone and 1% was by email. The largest number of requests dealt with problems of individual students (19%). The second and third largest problem categories were administration and policy issues (16%) and lack of spare time (15%). Conclusions Peer support should be cultivated in teacher training programmes because peer student teachers' help was most frequently sought. Cooperating teachers and university supervising teachers' communication with student teachers can be improved. Various ways of contacting student teachers can be encouraged, but face-to-face communication must still be supported. It is important to keep finding new ways to assess the effectiveness of student teacher support. The results of the Help-seeking behaviour questionnaire can be used to examine the impact of programmes to improve student teaching. 相似文献
16.
This study focuses on the question of why student teachers stay in teaching even after a profound ‘practice shock,’ i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers’ views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers’ professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first‐year (student) teachers’ regaining motivation for teaching. 相似文献
17.
Laura Liljequist 《教育心理学》2007,27(4):557-571
This study examined the relationships among teachers’ perceptions of students’ behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that students had greater control over externalising behavioural problems. In addition teachers’ personal teaching efficacy contributed significantly to the prediction of how bothersome internalising behavioural problems were perceived as being. Further, teachers’ personal and general teaching efficacy both contributed significantly to the prediction of teachers’ perceptions of student control over externalising behavioural problems. These findings may have particular relevance to interventions addressing students’ behavioural problems in the classroom. 相似文献
18.
Susana Caires Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2007,22(4):515-528
This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their
teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating
teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning
and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this
relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’
personal features and to the quality of the interactions established with their student teachers. These aspects were clearly
regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during
their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations
regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry
and suggestions for future research emerge as final contributions. 相似文献
19.
Theresa J. Gurl 《Teaching Education》2019,30(2):177-199
This study examined the complexities of the collaborative relationship between student teachers and cooperating teachers in secondary mathematics from the perspectives of the student teachers. Four cohorts of student teachers (N = 170) in secondary mathematics were surveyed using a questionnaire that measured their perceptions of two dimensions of their student teaching experience: collaboration with their cooperating teachers and the classroom practices of their cooperating teachers. Although analysis of the responses revealed that student teachers were generally satisfied with the amount and quality of the collaboration, two important results were revealed. First, about half of the respondents reported spending less than an hour collaborating weekly with their cooperating teacher in various contexts. Second, certain classroom practices of the cooperating teachers were found to be significantly associated with whether they spent more or less than an hour collaborating with their student teachers, and were significantly correlated in most cases. This explicit linkage suggests that the classroom practices of cooperating teachers may extend to the mentoring approach they take when working with student teachers. Suggestions for teacher education programs and cooperating teacher support are shared. 相似文献
20.
Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The study targeted a sample of 25 cooperating teachers and 28 student teachers who participated in the study by completing a questionnaire, and follow-up interviews were also conducted with 13 cooperating teachers. Results of this study indicate that cooperating teachers endorse the phonics method more than the whole language (WL) approach. Unlike past research, the results of this study revealed that (1) the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and (b) the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented. The results have implications for early childhood teacher education programmes and professional development for kindergarten teachers. 相似文献