scholarly journals Challenges Perceived by Cooperating Teachers when Supervising Student Teachers in Agricultural Education

2017 ◽  
Author(s):  
Samantha L. Cogle
Keyword(s):  
Student Teachers ◽  
Agricultural Education ◽  
Cooperating Teachers

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 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

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

Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching

2016 ◽  
Vol 5 (2) ◽  
pp. 101 ◽  
Author(s):  
Maripaz C. Abas
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Learning Environment ◽  
Student Teachers ◽  
Field Observation ◽  
Qualitative Data ◽  
Administrative Support ◽  
Cooperating Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

<span>Field-based observation has long been a central part of pre-service teacher education in many countries and is crucial for implementing effective practicum of student teachers. T</span><span>his paper focused on the perspectives of graduating pre-service teachers regarding their difficulties </span><span>related to </span><span>administrative support, cooperating teachers, student supervisors, students, peers, assigned tasks and learning environment during their </span><span>17-hour</span><span> field observation </span><span>in selected private and public secondary schools.</span><span> An explanatory sequential mixed-methods research design was adopted utilizing survey questionnaire, Focus Group Interviews, and Key Informant Interview. Quantitative data were obtained from 136 sample respondents through stratified random sampling using proportionate allocation while qualitative data were gathered from 10 pre-service teachers, 10 cooperating teachers, six student supervisors and three school principals who were chosen purposively. Results of descriptive statistical analysis served as  basis  for  the  design  of  qualitative interview and focus group schedules which helped the researcher to  explain, or elaborate on the quantitative results” [1]. Findings of the study showed that pre-service teachers had over-all moderate difficulties during the field observation particularly on students, assigned tasks and learning environment. Findings of the study were substantiated through in-depth discussions of qualitative data. Implications were determined for continued enhancements of the practicum component that can help bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers’ professional competencies</span>

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