Climbing the Steps Toward a Successful Cooperating Teacher/Student Teacher Mentoring Relationship

2014 ◽  
Vol 55 (2) ◽  
pp. 33-47 ◽  
Author(s):  
Cameron K. Jones ◽  
Kathleen D. Kelsey ◽  
Nicholas R. Brown
Keyword(s):  
Student Teacher ◽  
Cooperating Teacher ◽  
Teacher Mentoring ◽  
Mentoring Relationship ◽  
Teacher Student

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 Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

2019 ◽  
Author(s):  
Kashif Raza
Keyword(s):  
Student Teacher ◽  
Mixed Methods Research ◽  
Faculty Perceptions ◽  
English Studies ◽  
Student Expectations ◽  
Faculty Expectations ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
English Faculty ◽  
Gulf Arab

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

scholarly journals The Significance of Irrational Aspect for the Formation of Relations in the “Teacher – Student – Teacher” System

2019 ◽  
Vol 62 (2) ◽  
pp. 58-76
Author(s):  
T. E. Marinosyan
Keyword(s):  
Student Teacher ◽  
Large Scale ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teacher Education Programs ◽  
Pedagogical Issues ◽  
Teacher Student ◽  
Theory Of Education ◽  
Comprehensive Development ◽  
Emotional Component

The article is devoted to the significance of the irrational in education processes and to the role of teacher as an actor of psychological influence on the formation of child’s personality. Unfortunately, teacher education programs at universities do not properly introduce to the students all the aspects (including unconscious ones) of the interaction between people, in particular in the “teacher – student” system. At the same time, in the pedagogical literature there are no special works related to this issue. Psychological theories and methods of education, which are designed to form and develop a personality, can simply destroy the necessary qualities in a child that lead to his independence and self-affirmation. Teachers who are incompetent in pedagogical issues often defend themselves by appealing to the well-known names of scientists and their theories. The theories should not become a dogma and a main path in education. They should serve as an auxiliary instrument. The theory of education is obliged to revise the content and form of the organization of educational process in accordance with the understanding and sense of the rhythm of the New World, taking into account the integration of educational concepts that provide a balance of the rational and irrational in the cognitive activity of a student. This balance is necessary for the full and comprehensive development of child’s personality, for the formation of his/her identity. The author of the article believes that under the conditions of large-scale simulacrization, virtualization, digitalization of the educational space, it is necessary to strengthen the emotional component of the educational process to avoid the final elimination of the aura (W. Benjamin) of the class area from the sphere of human relations in the “teacher – student – teacher” system.

scholarly journals An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?

2018 ◽  
Vol 19 (1) ◽  
pp. 3-19
Author(s):  
Drew Bird ◽  
Katy Tozer
Keyword(s):  
Student Teacher ◽  
Research Methodology ◽  
Teaching Practice ◽  
Solo Performance ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Self Study ◽  
Theatrical Performance ◽  
The Impact ◽  
Opening Up

With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.

The Concept of Teacher–Student/Student–Teacher in Higher Education Trends

Interchange ◽  
2015 ◽  
Vol 46 (3) ◽  
pp. 215-223 ◽  
Author(s):  
Jennifer Job ◽  
Bharath Sriraman
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Teacher Student

scholarly journals Aesthetic Categories “Love”, “Joy” and “Fear” in the Professional Activity of a Teacher

2021 ◽  
Vol 8 (1) ◽  
pp. 17-23
Author(s):  
Hryhoriy Vasianovych ◽  
Galina Shewkun ◽  
Kateryna Latyschevska
Keyword(s):  
Student Teacher ◽  
Spiritual Growth ◽  
Professional Activity ◽  
Human Soul ◽  
Spiritual Power ◽  
Social Existence ◽  
Teacher Student ◽  
Fear Of God ◽  
Main Thing ◽  
The Individual

Different approaches to defining the essence and content of the concepts of “love”, “joy” and “fear”, their interaction in terms of teaching are analyzed in the article. It is emphasized that the main thing in love is its spiritualization. Only the spirit, the spiritual power, reveals to a man the true, worthy object of love. Love is creativity, openness of the human soul, it is an organic, aesthetic need of a man. This approach is especially important in the system of relations “teacher – student; teacher – student”. It is proved that the teacher's love for the student must be effective, it is based on trust, mutual assistance, without love pedagogical activity loses its value. An important manifestation of love is the joy of common achievements. Love and joy are related concepts. Joyful hobbies that guide cognition, enter the noosphere of a man, contribute to mental and spiritual growth. Instead, the category of “fear” is defined as an emotion that arises in a situation of threat to the biological or social existence of the individual and is aimed at the source of real or imagined danger. In the article, the concept of “fear” is considered on a Christian basis, and therefore, analyzed as the fear of God and human fear. The need to train specialists in the field of professional and pedagogical activities in the context of solving the outlined problems is emphasized.

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