Education Commons^™

Cooperating Teachers’ Views And Practices About Teaching Emergent Bilinguals In General Education Classrooms, Tunde Szecsi, Janka Szilagyi

Journal of English Learner Education

Cooperating teachers’ pedagogical beliefs and practices influence teacher candidates’ views and practices. Therefore, this study examined mainstream cooperating teachers’ perceptions about critical components of effective instruction for English learners, and the relationship between these teachers’ perceptions and classroom practices. We interviewed 55 teachers and completed a 90-minute observation in each classroom. We analyzed the interviews for common themes, and we used descriptive statistics to summarize the observation data. The findings indicated that teachers were well-versed in evidence-based instructional activities and strategies. However, many teachers found it challenging to infuse ELs’ language, culture and experiential background into their instruction.

Understanding The Core Practices Of The Student Teaching Practicum Within The Student Teacher/Cooperating Teacher Relationship: Constructing A Framework For The Student Teaching Practicum Using An Ethic Of Care, Candice Chiavola

Theses, Dissertations and Culminating Projects

Often considered an experience in instructional preparation for preservice teachers, the student teaching practicum is both a practical and relational experience for both the cooperating teacher and student teacher. In this qualitative study, I examine both the instructional and relational core practices cooperating teachers enact with and for their student teachers during the student teaching practicum. Informed by case study methods, I first identified core instructional and relational practices and analyzed them through two texts: Mary Kennedy’s Parsing the Practice of Teaching (2016) and Nel Noddings’s Caring and Moral Education (2008, 2013). Using grounded theory, I then constructed a framework …

An Ecological Framework For Supervision In Teacher Education, Rebecca Buchanan

Journal of Educational Supervision

Pre-service teachers are typically supervised by two differently situated mentors: university-based clinical supervisors and cooperating teachers. These two types of supervisors are positioned differently within the institution of teacher education. Using ecological systems theory combined with institution theory, this paper offers an analytical framework for ecologically investigating how teacher supervisors and cooperating teachers are positioned and the effects on their labor, identities, and practices and how ecological forces operating at multiple levels shape new teacher learning. Drawing from empirical research to provide examples of this framework in action, the paper examines challenges to the field and offers potential responses that …

Cooperating Teachers' Perceived Preparedness To Support Science Teacher Candidates For Culturally Sustaining Science Teaching, Keelan Purcell Lofaro

Dissertations and Theses

In the United States, many communities face challenges that require science, technology, engineering, and math (STEM) solutions. Those communities most affected by these challenges often lack opportunities in school to use their funds of knowledge as they develop STEM literacies that would equip them to address these challenges. With new national science standards and increasingly diverse student demographics in classrooms across the United States, teacher educators must utilize strategies that prepare science teacher candidates, who are predominantly White, with pedagogies that can support diverse learners in expanding their STEM literacies from their funds of knowledge. The problem of practice guiding …

University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca

Journal of Educational Supervision

Despite university supervisors’ critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors’ experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.

Voices Of Cooperating Teachers And Preservice Teachers: Implications For Elementary Social Studies Education, Mary Beth Henning, Eiu-Kyung Shin

The Councilor: A National Journal of the Social Studies

Examining the current beliefs and practices of elementary social studies teachers and preservice teachers suggests that there are similarities and differences between how they perceive their roles as curricular-instructional gatekeepers (Thornton, 1991). Using both survey data and focus groups, cooperating teachers describe their contemporary elementary social studies teaching practices as a blend of stand-alone activities and integrated instruction. Elementary teachers recommend more hands-on activities and literacy development strategies be taught in social studies methods classes. Preservice teachers also reported their preferred teaching practices and rationales in social studies, showing some significant differences from cooperating teachers.

Cooperating Teacher Compensation And Benefits: Comparing 1957-1958 And 2012-2013, Helenrose Fives, Tammy M. Mills, Charity M. Dacey

Department of Educational Foundations Scholarship and Creative Works

We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 U.S. TEPs published by VanWinkle in 1959. Data for the present investigation came from 18 of those TEPs. Descriptive statistics and qualitative analyses were used to identify trends and make comparisons across the two time periods. Findings indicate that compensation for CTs continues to fall into five categories: (a) monetary compensation, (b) professional learning opportunities, (c) CT role-focused resources, (d) engaging CTs in …

Perceptions Of Cooperating Teachers Concerning The Student Teaching Field Experience, Dawn Marie Paulson

Theses and Dissertations

PERCEPTIONS OF COOPERATING TEACHERS CONCERNING

THE STUDENT TEACHING FIELD EXPERIENCE

Dawn Paulson

142 Pages December 2014

This study explored the views of cooperating teachers on (a) their work with student teachers and university supervisors, and (b) ways to improve the student teaching process. In a mixed-methods sequential explanatory study, 153 cooperating teachers answered closed-and open-ended questions using an electronic survey; then a subset of 12 participated in follow-up interviews. All participants taught at rural or semi-rural middle schools and high schools in Central Illinois; all had experience with student teachers from a mid-sized institution in that area.

Major findings of …

10 Things To Know About Mentoring Student Teachers, Douglas B. Larkin

Douglas B. Larkin

Digital Native Preservice Teachers: An Examination Of Their Self-Efficacy Beliefs Regarding Technology Integration In Classroom Settings, Sarah Parker Southall

Theses and Dissertations

The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media and spend a great deal of time engaging with digital devices. Factors that could impact changes in these participants’ technology integration self-efficacy beliefs were also analyzed. This study used pre- and post-surveys, face-to-face interviews with a portion of the respondents, and a document review of course materials and …

A Qualitative Study Of Overseas Cooperating Teachers' Perceptions To Student Teachers' Experiences, Cynthia L. Reilly

Master of Education Research Theses

As the world becomes a closer-knit economic and academic community, teachers who have worked or completed their student teaching requirements overseas are sought after for their international experience and multicultural understanding. Previous research has explored the observations of overseas student teachers in order to understand better the classroom and foreign community experiences and to help develop overseas internship programs. In consideration of the important role cooperating teachers perform in the student teaching experience, this current research examined the inductive perceptions of cooperating teachers in order to corroborate and develop further what has been reported in student teacher studies. This research …

A Mixed-Methods Study Assessing Special Education Preservice Candidates' Preparedness For Their First Year Of Teaching, Beverly Tillman, Stephen B. Richards, Catherine Lawless Frank

Journal of Educational Research and Practice

This study employed a Likert-type survey,

Praxis/Pathwise

written observations, as well as guided and open-ended reflections to assess the perceptions of preparedness for the first year of teaching for special education student teaching candidates. Cooperating teachers completed the survey and Praxis /Pathwise observations. University supervisors completed Praxis/Pathwise observations and responded to and analyzed guided and open-ended reflections. The survey instrument was based on the research literature and included responsibilities typically required of special educators (e.g., completing paperwork, planning, assessment, etc.). Results indicated general congruence among the three data sources, but also indicated that two cooperating …

What's Inside The Pandora's Box Of Student Teaching? Lessons Learned From Student Teachers Education Personnel Preparation, Lucia Buttaro

NERA Conference Proceedings 2009

The purpose of this critical study is to improve Adelphi University's student teaching program protocol in order to enhance future teacher candidates and cooperating teachers, standard procedural information, as well as factors that contribute to teacher candidate success. Fourteen Teaching English as a Second Language (TESOL) teacher candidates were observed, completed journals, and shared their personal experiences in their student teaching placement. Data gathered from a variety of sources illuminated the need to improve communication and collaboration between the parties of the student teaching triad (university supervisor, cooperating teacher, and teacher candidate). In order to develop a strong partnership and …

Feedback Profiles Of Cooperating Teachers Supervising The Same Student Teacher [Abstract], David Kahan, Christina Sinclair, Leo Saucier, Nhu Nguyencaiozzi

Faculty Publications

No abstract provided.

A Study To Determine How Old Dominion University's Student Teachers Of Technology Education Appraised The Effectiveness Of Their Cooperating Teachers, Mark V. Crenshaw

OTS Master's Level Projects & Papers

The objectives of this study were to explore the following questions: 1. What effect did the cooperating teacher have on the Technology Education teachers' success in their preparation for employment in the middle school and/or high school Technology Education program? 2. How did the Technology Education teachers perceive the student teacher/cooperating teacher relationship? 3. How did the cooperating teacher assist the student teacher to: apply technical content, select appropriate pedagogical practices, integrate technical content with instructional methods for delivery of satisfactory instruction.