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.

Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies During Student Teaching

2018 ◽  
Vol 28 (1) ◽  
pp. 24-39 ◽  
Author(s):  
C. Michael Palmer
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Experience ◽  
Band Director ◽  
High School Band ◽  
Skill Sets ◽  
School Band

The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included two interviews with each participant and a focus group interview. Participants expressed a desire to help the next generation of music teachers and an eagerness to learn new teaching strategies from interns and collaborate with them in a co-teaching model. Relationships were built around student teachers’ skill sets, personality, and work ethic. Mentoring strategies included modeling, facilitating learning opportunities, and regular discussion and reflection activities.

The Successful Student-Teaching Experience: Thoughts from the Ivory Tower

2004 ◽  
Vol 91 (1) ◽  
pp. 39-42 ◽  
Author(s):  
Cindy L. Bell ◽  
Nathalie G. Robinson
Keyword(s):  
Student Teaching ◽  
Teaching Experience ◽  
Ivory Tower ◽  
Successful Student

Assessing Pre-Service Teachers' Assessment Literacy

2019 ◽  
pp. 42-57
Author(s):  
Beth Clark-Gareca
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Daily Work ◽  
Classroom Assessments ◽  
Raising Awareness ◽  
K 12

Conducting classroom assessments is a regular part of teachers' daily work. Despite the centrality of tests in K-12 classrooms, teacher candidates consistently demonstrate fundamental weakness in their understanding and implementation of assessment. Student teaching has the potential to be an important training ground for teacher candidates to grow in their assessment practices, and by focusing on assessment during the student teaching experience, teacher candidates can more easily develop a deeper understanding of the myriad ways to evaluate student learning. This chapter explores the assessment relationships between teacher candidates and their mentors (i.e., cooperating teachers, student teaching supervisors, and seminar instructors) and provides a framework through which intentional and incidental classroom assessment can be considered. Ways to teach assessment through planning, debriefing, and raising awareness through noticing are discussed, and recommendations are made to help teacher candidates build the foundation of a strong assessment repertoire.

Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review

2019 ◽  
Vol 38 (1) ◽  
pp. 18-24
Author(s):  
Jieun Kim
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Model ◽  
Music Student ◽  
Music Classrooms

The purpose of this literature review is to examine music education research concerning the emerging practice of co-teaching between cooperating music teachers and student teachers, and to understand the benefits of co-teaching for both. The review is organized into two sections: (a) how cooperating music teachers and student teachers view their co-teaching experiences and (b) how cooperating music teachers mentor student teachers in a co-teaching model. Co-teaching during student teaching can occur successfully through cooperating teachers’ willingness to facilitate the co-teaching process, student teachers’ reflective practice with cooperating teachers and careful sequencing in teaching opportunities, and co-teachers’ engagement in daily communication activities. Music education researchers should continue to examine various topics related to implementing a co-teaching model in student teaching. This article will provide current P–12 music teachers with successful co-teaching examples and suggestions for applications in music classrooms.

Toward a Bidirectional and Co-Constructed Mentorship: Rethinking the Mentor and Student–Teacher Relationship

2021 ◽  
pp. 238133772110335
Author(s):  
Rick Coppola ◽  
Daniel J. Rocha ◽  
Rebecca Woodard
Keyword(s):  
Professional Development ◽  
Student Teaching ◽  
Teacher Candidates ◽  
English Language ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Student Teacher Relationship ◽  
Strategic Partnering ◽  
Artifact Analysis

Cooperating teachers are vital in the professional development of teacher candidates. Yet, little research has been done to explore the generative and bidirectional nature of mentoring in the context of a student teaching-mentoring dyad—including the ways that teacher candidates are vital to the professional development of cooperating teachers. This case study addresses this gap by exploring the realized potential of adopting a transformative activist stance in relation to the mentoring of a preservice teacher candidate. The strategic partnering of a veteran teacher (Rick) and undergraduate teacher candidate (Daniel)—both committed to culturally sustaining pedagogies—created an opportunity to reimagine the student teaching experience in one English language arts classroom. Through collaborative reflection and artifact analysis, we examine our roles in contributing to bidirectional mentorship that stressed innovative collaboration rather than adaptation to existing power differentials.

Leadership, cooperating teachers, and successful student teaching

1975 ◽  
Vol 11 (1) ◽  
pp. 32-35 ◽  
Author(s):  
William Ray Heitzmann ◽  
Charles Staropoli
Keyword(s):  
Student Teaching ◽  
Cooperating Teachers ◽  
Successful Student
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