Student Teachers' Views about their Relationships with University Supervisors, Cooperating Teachers and Peer Student Teachers

2000 ◽  
Vol 44 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Ulla Talvitie ◽  
Liisa Peltokallio ◽  
Paivi Mannisto
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
University Supervisors

An Exploration of Reflective Dialogue between Student Teachers in Music and Their Cooperating Teachers

2007 ◽  
Vol 55 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Sandra Frey Stegman
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Experienced Teachers ◽  
University Supervisors ◽  
Reflective Dialogue

The purpose of this study was to explore the content of reflective dialogues between student teachers in music and their cooperating teachers, as well as to understand the effects of reflective dialogue on professional development. I was guided in this analysis of 49 transcriptions of interviews and reflective dialogues between student teachers and their cooperating teachers by classifications and terminology from previous research. I identified patterns and found that student teachers reflect most frequently on technical, clinical, and personal issues; critical topics were less frequently discussed. From this analysis, I highlighted the process and benefits of reflective dialogues with experienced teachers and offered approaches for cooperating teachers and university supervisors in music education.

scholarly journals Co-teaching as a clinical model of student teaching : perceptions of preparedness for first year teaching

2018 ◽  
Author(s):  
◽  
Abby Volmer
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Research Question ◽  
First Year ◽  
Teaching Model ◽  
University Supervisors ◽  
Teaching Student ◽  
The University

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 and 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.

scholarly journals Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
M. Pınar Babanoğlu ◽  
Keyword(s):  
Student Teachers ◽  
Primary Schools ◽  
English Language ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
English Language Teaching ◽  
University Supervisors ◽  
Teaching Practicum ◽  
Global Pandemic ◽  
The Impact

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants’ views on online practicum revealed that pupilrelated issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers’ technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.

scholarly journals Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors

2021 ◽  
Author(s):  
M. Pınar Babanoğlu
Keyword(s):  
Student Teachers ◽  
Primary Schools ◽  
English Language ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
English Language Teaching ◽  
University Supervisors ◽  
Teaching Practicum ◽  
Global Pandemic ◽  
The Impact

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants’ views on online practicum revealed that pupilrelated issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers’ technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.

scholarly journals Teaching Practicum in Pre-Service Teacher Education

2020 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Dwiyani Pratiwi
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Short Review ◽  
Research Literature ◽  
Teaching Practicum ◽  
Teachers Beliefs ◽  
University Cooperation ◽  
The 1960S ◽  
Pre Service Teacher ◽  
Process Product

<p>This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested.  </p>

scholarly journals Impact of student teachers on cooperating teachers

1983 ◽  
Vol 10 (1) ◽  
Author(s):  
David P. Lopez ◽  
John I. Thomas
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers

Do Cooperating Teachers Influence the Educational Philosophy of Student Teachers?

1978 ◽  
Vol 29 (2) ◽  
pp. 57-61 ◽  
Author(s):  
Floyd Boschee ◽  
Donald R. Prescott ◽  
Dennis D. Hein
Keyword(s):  
Student Teachers ◽  
Educational Philosophy ◽  
Cooperating Teachers
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