Reflections of an Associate Teacher

2009 ◽  
Vol 85 (1) ◽  
pp. 69-71
Author(s):  
LA Harris
Keyword(s):  
Associate Teacher

scholarly journals Concepts and Roles of Faculty in the Palestinian Universities in the Light of Knowledge Economy

2017 ◽  
Vol 7 (6) ◽  
pp. 80
Author(s):  
Ahlam Mustafa Hasan Awajneh ◽  
Suhair Sulaiman Mohammed Sabbah ◽  
Inas Aref Saleh Naser
Keyword(s):  
Knowledge Economy ◽  
Faculty Members ◽  
Years Of Experience ◽  
Concepts Of Knowledge ◽  
Associate Teacher ◽  
Educational Degree ◽  
Palestinian Universities ◽  
The University

The study aims to recognizing the concepts of knowledge economy and the roles of faculty members in the light ofknowledge economy from the perspectives of its members, it was clear that the concept of the knowledge economywas high, it was (2.7,) and there were differences in years of experience in favor of (1-5 years) class, and in favor ofthe associate teacher in the educational degree, and the university in favor of Bier Ziet University. Whereas the meanof the faculty members’ roles was (2.26) with differences in gender in favor of the females and as for the university,in was in favor of Bier Ziet University.

scholarly journals What are the qualities needed to make an effective associate teacher?

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Gretchen Callaghan ◽  
Christel Cranston
Keyword(s):  
Associate Teacher

scholarly journals Associate Teacher Perspectives of the Triumvirate Relationship in Teacher Education: The Role of Faculty Advisors

2010 ◽  
Vol 19 (2) ◽  
Author(s):  
Karen Roland
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Field Experience ◽  
Faculty Advisor ◽  
Faculty Advisors ◽  
Anonymous Questionnaire ◽  
Associate Teacher ◽  
Pre Service Teacher

The literature suggests that teacher candidates identify the field experience as a valued aspect of their pre-service education. In field experience, associate teachers are significant contributors to the success of the triumvirate relationship (associate teacher/teacher candidate/faculty advisor). A study was conducted using an anonymous questionnaire to explore, from the perspective of associate teachers, potential strategies and/or recommendations that may strengthen this relationship.  The findings of the study, specifically related to the expectations concerning the role of the faculty advisor to support associate teachers, are presented. Reflective practice is discussed in terms of its relevance to the triumvirate relationship. The article concludes with a discussion of the implications of the findings in terms of strengthening the triumvirate relationship in teacher education.   Key words: pre-service teacher education; triumvirate; experiential learning; reflective practice; community of practice.

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