scholarly journals Personality type as a predictor of interaction between student teachers and cooperating teachers

2005 ◽  
Author(s):  
◽  
Tracy (Tracy Jonathan) Kitchel
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Agricultural Education ◽  
Quantitative Research ◽  
Cooperating Teachers ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
University Of Missouri ◽  
School Year ◽  
Agriculture Teacher

Pairing of student teachers with cooperating teachers has not been studied intently in agricultural education. With student teaching being an important aspect to teacher preparation, it should be a research priority. The purpose of the study was to determine if personality type could predict aspects of interaction between cooperating teachers of agricultural education in two Midwestern states and their student teachers. Student teachers and cooperating teachers in agricultural education for the 2003-2004 school year, from the University of Missouri-Columbia and University of Illinois at Urbana-Champaign, participated in the study.The study was descriptive-correlational, quantitative research. To measure personality type, the Myers-Briggs Type Indicator was used. To measure interaction aspects, the Mentoring Relationship Questionnaire (Greiman, 2003) was used. Findings suggest that, according to both cooperating teachers and student teachers, that student teachers were receiving psychosocial assistance from cooperating teachers. In addition, according to both student teachers and cooperating teachers, student teachers did not need much, nor did they receive much support related to roles and responsibilities of an agriculture teacher. Although the study found strength in relationships between overall perceived similarity and interaction satisfaction, personality type was found to have little influence on the variables.

scholarly journals Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher

2011 ◽  
pp. 7
Author(s):  
Gloria Vélez Rendón
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Power Relationships ◽  
Mentoring Relationship ◽  
Teaching Role ◽  
School Day ◽  
The One

The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and  Rand, Ch., 1996; Weber  Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.

scholarly journals Experiences of Cooperating Teachers on Teaching Practice Supervision in Eswatini, Swaziland

2019 ◽  
Vol 26 (2) ◽  
pp. 138-149
Author(s):  
Alfred Tsikati ◽  
Khomb’sile Dlamini
Keyword(s):  
Student Teachers ◽  
Agricultural Education ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Rating Scale ◽  
Instructional Materials ◽  
Face Validity ◽  
Head Teachers ◽  
Practice Teaching ◽  
The University

Cooperating teachers (CTs) are key participants in ensuring a valuable experience for the student teacher (ST) during teaching practice. Surprisingly, their voices largely remain absent in the extant literature. Thus, the purpose of the study was to investigate the experiences of CTs during teaching practice supervision in Eswatini. A descriptive research design using a census of 46 CTs for student teachers (STs) who did teaching practice in the 2015/16 academic year of the University of Eswatini in the Department of Agricultural Education was used. A self-administered questionnaire was used for collecting data. A five-point numerical scale and six-point Likert-type rating scale were used to measure the variables. Three lecturers from the Department of Agricultural Education and Extension and two agriculture teachers established content and face validity for the questionnaire. Inter-item reliability from a pilot study was .78. Findings of the study revealed that CTs were supported by the University through the supervisors and Teaching Practice Handbook. The CTs noted that establishing rapport with the STs was essential and head teachers needed to visit the STs in the respective classes they teach. STs were good in developing, organizing and using instructional materials but had challenges in disciplining learners. The study recommended that CTs should be provided with trainings and incentives so that they can effectively discharge their duties during teaching practice.  Keywords: cooperating teachers; in-service teachers; student teachers; teaching practice; teaching practicum

Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance

2019 ◽  
Vol 44 (2) ◽  
pp. 88-113
Author(s):  
Victoria P. Whitley ◽  
Travis D. Park ◽  
Wendy J. Warner ◽  
Erin T. Horne
Keyword(s):  
Student Teachers ◽  
Career And Technical Education ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
Technical Education ◽  
Education Student ◽  
Career And Technical ◽  
Quasi Experimental ◽  
And Performance

The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.

Cooperating Teachers: Insight into Their Preparation, Beliefs, and Practices

1996 ◽  
Vol 15 (3) ◽  
pp. 279-296 ◽  
Author(s):  
G. Linda Rikard ◽  
Mary Lou Veal
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Beliefs And Practices ◽  
Systematic Data ◽  
Supervisory Styles ◽  
Positive And Negative Feedback ◽  
Apprenticeship Of Observation ◽  
Insight Into

Twenty-three physical education cooperating teachers were interviewed in order to examine their preparation for becoming supervisors and their supervisory beliefs and practices. Most cooperating teachers had no formal preparation for their supervisory roles and shared no common technical language. Instead, they applied Lortie’s (1975) apprenticeship of observation by acquiring supervisory knowledge and images of supervision primarily from memories of their own student teaching supervision and their experiences as teachers. These cooperating teachers assumed one of three supervisory styles with student teachers: (a) “do it your way,” (b) “do it my way,” and (c) “we’ll do it together.” The feedback ranged from very little feedback to providing both positive and negative feedback to student teachers. This study indicates an urgent need to establish a model of systematic, data-based supervision for all cooperating teacher. Suggestions for changes in physical education supervision are included.

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.

The Back Page: Teaching the Pythagorean Theorem for Understanding

2009 ◽  
Vol 103 (2) ◽  
pp. 160
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Lesson Study ◽  
Cooperating Teachers ◽  
Pythagorean Theorem ◽  
Group Of Seven ◽  
Japanese Student ◽  
Conducting Research

One of my favorite lessons was developed not by me but by a group of student teachers. While conducting research on student teaching in mathematics classes at a Japanese junior high school, I observed a group of seven Japanese student teachers participate in a lesson study to develop a lesson on the Pythagorean theorem. The goal of the lesson was for the students to understand the meaning of the theorem. The student teachers looked in many textbooks, studied the different proofs of the theorem, and consulted their cooperating teachers.

Some Factors Related to Student Teacher Classroom Performance Following Microteaching Training

1977 ◽  
Vol 14 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Willis D. Copeland
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Significant Interaction ◽  
Cooperating Teachers ◽  
Training Programs ◽  
Cooperating Teacher ◽  
Classroom Performance ◽  
Teacher Training Programs ◽  
Frequency Counts ◽  
Teacher Classroom

The present study explored possible relationships between the intervention behaviors of cooperating teachers and the classroom exhibition by student teachers of skills’ acquired in microteaching training. Sixty-one teaching credential candidates engaged in student teaching were randomly assigned to positive and negative levels of three variables including microteaching training, training in supervision received by subjects’ cooperating teacher, and tendency of subjects’ cooperating teacher to exhibit the target teaching skill. The data, composed of frequency counts of subjects’ exhibition of the target skill in the classroom as recorded eight to twelve weeks following training, were analyzed using three-way ANOVA. Significant interaction effects were observed. Results are discussed in terms of implications for modification of teacher training programs.

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