Student Teachers’ Perceptions of Cooperating Teachers’ Effectiveness

1981 ◽  
pp. 80-87 ◽  
Author(s):  
Jean Brunelle ◽  
Marielle Tousignant ◽  
Maurice Piéron
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Teachers Perceptions

Stakeholders’ roles in field experience: some empirical evidence

2018 ◽  
Vol 10 (4) ◽  
pp. 556-569
Author(s):  
Eddie W.L. Cheng ◽  
Christina W.M. Yu ◽  
L.S. Sin ◽  
Carol S.M. Ma
Keyword(s):  
Qualitative Research ◽  
Student Teachers ◽  
Design Methodology ◽  
Field Experience ◽  
Cooperating Teachers ◽  
Content Type ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Crucial Component ◽  
Teachers And Parents

Purpose Field experience (FE) has long been a crucial component of the process of teacher education. Clearly, a range of stakeholders can affect student-teachers’ achievements in FE. Given the importance of these stakeholders in FE, it may be possible to improve FE practices by clarifying the involvement of different parties in the FE process. Since student-teachers are the major beneficiaries in FE, their voices should not be ignored. Therefore, the purpose of this paper is to explore student-teachers’ perceptions of the roles played by different stakeholders. Design/methodology/approach In a qualitative research design, 18 student-teachers took part in this study. Content analysis was used to classify and compress the large amount of text provided by the informants into a manageable number of categories to track trends, patterns, frameworks and typologies. Findings In addition to those of the five major stakeholders of FE (i.e. student-teachers, cooperating teachers, institute supervisors, schools and institutes), this study identified the roles of three other stakeholders (i.e. students, other student-teachers and parents) that had not been widely focused in previous studies. Originality/value The present research took the first step to investigate the roles played by different parties in FE from the perspective of student-teachers and offered insights for enhancing student-teachers’ performance in FE.

Student Teachers’ Perceptions of Cooperating Teachers’ Effectiveness

1981 ◽  
Vol 1 (s1) ◽  
pp. 80-87 ◽  
Author(s):  
Jean Brunelle ◽  
Marielle Tousignant ◽  
Maurice Piéron
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
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.

Cooperating Teachers’ Perceptions of Hosting and Mentoring Music Student Teachers

2018 ◽  
Vol 28 (2) ◽  
pp. 84-97
Author(s):  
Alden H. Snell ◽  
Jill Wilson ◽  
Carolyn S. Cruse
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Music Educators ◽  
Mixed Methods Study ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Teacher Skills ◽  
Service Music

Researchers have demonstrated the importance of professional development experiences for in-service music educators that are content-specific and that cultivate meaningful partnerships with higher education faculty and preservice music teachers. The purpose of this mixed-methods study was to explore cooperating teachers’ perceptions related to hosting and mentoring student teachers. We interviewed 13 cooperating teachers to document their views. Based on interview results, we created and distributed an online questionnaire, with 102 cooperating teachers from five U.S. regions responding. Cooperating teachers’ motives for hosting student teachers were largely altruistic, and they identified various student teacher skills and university supervisor supports as being important. We suggest that the immersive experience of serving as a cooperating teacher may be a form of professional development.

Student Teachers’ Perceptions of Cooperating Teachers’ Effectiveness

1981 ◽  
Vol A (1) ◽  
pp. 80-87 ◽  
Author(s):  
Jean Brunelle ◽  
Marielle Tousignant ◽  
Maurice Piéron
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Teachers Perceptions

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

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