Improving the Student Teaching Context: A Research-Based Program for Cooperating Teachers

1991 ◽  
Vol 13 (1) ◽  
pp. 37-41 ◽  
Author(s):  
Colden Garland ◽  
Virginia Shippy
Keyword(s):  
Student Teaching ◽  
Cooperating Teachers ◽  
Teaching Context

scholarly journals A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues

2021 ◽  
pp. 105708372110252
Author(s):  
Angela Munroe
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Teacher Roles ◽  
Individual Interviews ◽  
Teaching Context ◽  
Multiple Case

While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.

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.

Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits, Behaviors, and Skills as Predictors of Successful Student Teaching Experiences

2020 ◽  
Vol 68 (4) ◽  
pp. 451-468
Author(s):  
Philip B. Edelman
Keyword(s):  
Student Teaching ◽  
Student Behavior ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Experience ◽  
Personal Traits ◽  
Successful Student ◽  
Teacher Success ◽  
Selected Traits ◽  
Teacher Traits

The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers ( N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance as predictors of student teacher success. I constructed ranked lists for each demographic grouping of respondents by the mean score for each item, and these lists were examined using a method put forward by Teachout. Results revealed that the highest-rated items regardless of demographic grouping variables were demonstrating appropriate social behavior, stress management, fostering appropriate student behavior, establishing a positive rapport with others, and enthusiasm. All participant groups rated personal traits, behaviors, and skills as most important; followed by teaching traits, behaviors, and skills; then musical traits, behaviors, and skills. Content analyses of open-ended questions revealed that no items had a universal meaning among participants in this study.

Fostering preservice teacher agency in 21st century writing instruction

2019 ◽  
Vol 18 (3) ◽  
pp. 298-311 ◽  
Author(s):  
Amber Jensen
Keyword(s):  
Preservice Teachers ◽  
Writing Instruction ◽  
Student Teaching ◽  
First Century ◽  
Teacher Agency ◽  
Content Type ◽  
Teaching Context ◽  
Metacognitive Intervention ◽  
Twenty First Century ◽  
Writing Pedagogies

Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

scholarly journals Student teaching from the perspectives of cooperating teachers and pupils

2015 ◽  
Vol 2 (1) ◽  
pp. 1086291 ◽  
Author(s):  
Mustafa Zülküf Altan ◽  
Hasan Sağlamel ◽  
Mark Boylan
Keyword(s):  
Student Teaching ◽  
Cooperating Teachers

Student Teaching Seminars: Ideas for a Collaborative and Meaningful Culminating Experience

2017 ◽  
Vol 104 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Kimberly H. Councill ◽  
Christopher M. Baumgartner
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Education Curriculum ◽  
Course Work ◽  
Crucial Component

The student teaching seminar is a crucial component in the final course work of the music education curriculum, though research that examines the structure and content of this important course is minimal. In this article, we provide in-depth descriptions of sample seminar activities, assessments, resources, and suggestions for creating a meaningful experience through collaboration with cooperating teachers.

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