scholarly journals A Qualitative Study of Overseas Cooperating Teachers' Perceptions to Student Teachers' Experiences

2012 ◽  
Author(s):  
Cynthia Reilly
Keyword(s):  
Qualitative Study ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Teachers Perceptions ◽  
Teachers Experiences

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.

scholarly journals Health science student teachers' perceptions of teacher competence: A qualitative study

2020 ◽  
Vol 84 ◽  
pp. 104210 ◽  
Author(s):  
Heli-Maria Kuivila ◽  
Kristina Mikkonen ◽  
Tuulikki Sjögren ◽  
Meeri Koivula ◽  
Minna Koskimäki ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Student Teachers ◽  
Health Science ◽  
Teacher Competence ◽  
Science Student ◽  
Teachers Perceptions ◽  
Health Science Student

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.

scholarly journals STUDENT TEACHERS’ PERCEPTIONS OF THEIR READINESS FOR THE INTERNSHIP

SUAR BETANG ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Amanda Vira Maharani
Keyword(s):  
Qualitative Study ◽  
Student Teachers ◽  
Data Reduction ◽  
English Language ◽  
English Language Teaching ◽  
Primary Field ◽  
State University ◽  
Data Display ◽  
Teachers Perceptions ◽  
Almost All

This descriptive qualitative study aims to investigate English student teachers’ perceptions of their readiness to take the internship regarding some aspects. The data were mainly collected through interviews. The interviewees were six students in the sixth semester of ELT program of the State University of Malang. The researcher recruited six student teachers with high, average, and low achievement based on their GPA. The data were analyzed descriptively according to three steps which consist of data reduction, data display, and conclusion drawing. The research showed that the student teachers were still feeling not ready enough in some aspects. The first aspect is almost all of them had an issue with the duration of the internship that is too short. Second, not all the student teachers majoring English Language Teaching have a desire to be a teacher although teaching is the primary field of work that they have been prepared for throughout their university study. Third, another factor that makes them feel unready is anxiety. Fourth, from the content courses aspect, there was an issue with the seq uences of the courses that made student teachers confused in planning a lesson. Lastly, regarding skill courses, the respondents thought the courses are already adequate, and they already got good scores, but they stated that they still have some issues with it(Persepsi Mahasiswa KPL tentang Kesiapan Mereka untuk Menjalani KPL Keguruan)Penelitian deskriptif kualitatif ini bertujuan untuk mencari tahu kesiapan mahasiswa KPL Jurusan Sastra Inggris untuk menjalani KPL Keguruan di beberapa aspek. Data penelitian ini didapatkan melalui wawancara. Subjek yang diwawancai adalah enam mahasiswa semester enam dari Pendidikan Bahasa Inggris, Universitas Negeri Malang. Peneliti merekrut enam mahasiswa KPL dengan prestasi tinggi, sedang, dan rendah berdasarkan IPK. Data penelitian dianalisis berdasarkan tiga tahapan yang terdiri atas reduksi data, penyajian data, dan penarikan simpulan. Penelitian menunjukkan bahwa mahasiswa KPL masih belum siap di beberapa aspek. Aspek pertama adalah hampir semua dari enam mahasiswa KPL memiliki pemikiran bahwa durasi dari KPL Keguruan terlalu singkat. Kedua, tidak semua mahasiswa KPL Pendidikan Bahasa Inggris memiliki minat untuk menjadi guru walaupun mengajar adalah peluang kerja yang dipersiapkan selama belajar di universitas. Ketiga, faktor lain yang membuat mereka tidak siap adalah kegelisahan. Keempat, dari aspek mata kuliah konten terdapat isu tentang urutan mata kuliah yang membuat mahasiswa KPL bingung tentang perencanaan pembelajaran. Terakhir di aspek mata kuliah kecakapakan berbahasa Inggris, responden mengatakan bahwa mata kuliah tersebut sudah cukup membantu dan nilainya sudah mencukupi, tetapi mereka masih memiliki beberapa permasalahan

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 Giving a Listening Ear: Male Student Teachers’ Experiences and Perspectives of Practicum Supervision

2021 ◽  
Author(s):  
Keriffe Clark ◽  
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Cooperating Teachers ◽  
Male Student ◽  
Quality Teachers ◽  
Teaching Practicum ◽  
Practicum Supervision ◽  
Teachers Experiences ◽  
Training Programmes

Exploring the minute number of male teachers within the classroom is certainly not a new discourse as teaching has increasingly become a feminised profession. Therefore, as male student teachers take on the challenge of becoming teachers, it is imperative that we listen to them as they recount their supervision experiences. These experiences are significantly influenced and impacted by teacher educators and cooperating teachers who are tasked with the responsibility to provide high quality and effective supervision, especially during teaching practicum. Additionally, acknowledging that to attain positive outcomes attached to student teaching experiences, Hunt et al. (2015) have reasoned that teaching practicum is essential in the process of developing quality teachers. Thus, the quality of supervision male student teachers need is heavily dependent on the capacity and expertise of those who supervise them. However, Slick (as cited in Bates & Burbank, 2008) posited that within teacher training programmes and colleges, student teacher supervision is not highly regarded. The purpose, therefore, of this study was to explore, through a phenomenological qualitative nature, the experiences, and perceptions that three final year male student teachers have of the quality and level of supervision they received from college supervisors and cooperating teachers throughout teaching practicum. The insights shared, therefore, provide a reference point to influence the practice and dispositions of college supervisors and cooperating teachers. Additionally, this study provides a premise to conduct additional studies of male student teachers’ experiences and perceptions of teaching practicum and supervision, especially within the Jamaican context.

Sign in / Sign up

Export Citation Format

Share Document