Secondary mathematics cooperating teachers’ perceptions of the purpose of student teaching

2009 ◽  
Vol 13 (2) ◽  
pp. 99-119 ◽  
Author(s):  
Keith R. Leatham ◽  
Blake E. Peterson
Keyword(s):  
Student Teaching ◽  
Cooperating Teachers ◽  
Secondary Mathematics ◽  
Teachers Perceptions

scholarly journals Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness?

2018 ◽  
Vol 71 (1) ◽  
pp. 41-62 ◽  
Author(s):  
Kavita Kapadia Matsko ◽  
Matthew Ronfeldt ◽  
Hillary Greene Nolan ◽  
Joshua Klugman ◽  
Michelle Reininger ◽  
...  
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Student Teaching ◽  
Job Search ◽  
Cooperating Teachers ◽  
Instructional Support ◽  
Effective Instruction ◽  
Chicago Public Schools ◽  
Collaborative Activity ◽  
Teachers Perceptions

Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as both models of effective instruction and as facilitative coaches on PST development. We find that both CT roles matter—PSTs feel better prepared to teach when their CTs model effective instruction and coach by providing more instructional support, frequent and adequate feedback, collaborative activity, job-search support, and a balance of autonomy and encouragement.

Preservice Teachers' Sources of Decisions in Teaching Secondary Mathematics

1986 ◽  
Vol 17 (1) ◽  
pp. 21-30
Author(s):  
William S. Bush
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Secondary Mathematics ◽  
Methods Course ◽  
University Supervisor ◽  
Before And After ◽  
Teaching Decisions

Five preservice teachers' perceived sources of teaching decisions were studied as the teachers proceeded through a course on methods of teaching secondary mathematics and through student reaching. They were interviewed before and after lessons they taught during the methods course and student teaching. The sources cited most often included rhe content of the methods course, school textbooks, suggestions made during teaching episodes in the methods course, past teachers' performances, and cooperating teachers' performances. Suggestions from cooperating teachers were cited more often than suggestions from rhe university supervisor. Limitations and suggestions for further research are discussed.

Student Teachers Ask for Help

1972 ◽  
Vol 65 (2) ◽  
pp. 137-138
Author(s):  
Sally Irene Lipsey
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Secondary Mathematics ◽  
Brooklyn College ◽  
Methods Course ◽  
Class Discussion ◽  
Discipline Problems ◽  
Methods Courses

In methods courses in the teaching of secondary mathematics at Brooklyn College, we asked the student teachers every week to write out the pedagogical questions that most concerned them. Twenty-five student teachers submitted 170 questions over a period of one school term. Most questions were inspired hy discipline problems, planning for particular lessons, difficulties in relationships between the student teachers and their cooperating teachers, testing, and the low achiever. What the students wrote served as excellent motivation for class discussion and provided data on the stresses and strains of student teaching. The questions were a productive source of material for the instructor to consider in planning the methods course and gave the students a feeling of being involved in that planning.

Evaluation of the Clinical Professorship within a University TEC Model

1975 ◽  
Vol 157 (4) ◽  
pp. 40-53 ◽  
Author(s):  
William W. Wilen ◽  
Richard D. Hawthorne
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Professional Training ◽  
Formative Evaluation ◽  
Cooperating Teachers ◽  
Training Programs ◽  
Teaching Program ◽  
Major Purpose ◽  
Traditional Student ◽  
Data Analyses

Three years ago Kent State began making the transition from a traditional student teaching program to the Teacher Education Center approach. The major purpose was to bring together school and university people in a parity relationship to jointly plan, implement and evaluate the field-based components of professional training programs. As Kent State moved into the center approach, the responsibilities of student teaching supervisors began to change significantly. This prompted a redefinition of the role and title change to clinical professor. Last year the analysis of the data received from a comprehensive formative evaluation effort of our TEC program was completed. A major component of the assessment was the in-depth examination of the clinical professorship as perceived by TEC administrators, cooperating teachers, associate teachers and clinical professors. The data, analyses, and implications are reported in this manuscript. A major overall implication of the findings is that the clinical professor is the critical linkage between school and university in teacher preparation.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

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