scholarly journals A Cooperating Teacher, a Supervisor, and a Critical Confidant: The Journey Moving Toward a New Model of Support For Student Teachers

2018 ◽  
Vol 13 (2) ◽  
Keyword(s):  
Student Teachers ◽  
Cooperating Teacher ◽  
New Model

scholarly journals Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher

2011 ◽  
pp. 7
Author(s):  
Gloria Vélez Rendón
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Power Relationships ◽  
Mentoring Relationship ◽  
Teaching Role ◽  
School Day ◽  
The One

The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and  Rand, Ch., 1996; Weber  Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.

Key Aspects of Student Teaching

2016 ◽  
Vol 35 (2) ◽  
pp. 54-61
Author(s):  
John M. Denis
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Teaching Experience ◽  
Cooperating Teacher ◽  
Review Of Literature ◽  
Music Classroom ◽  
Potential Impact ◽  
Key Aspects ◽  
The University

The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.

Some Factors Related to Student Teacher Classroom Performance Following Microteaching Training

1977 ◽  
Vol 14 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Willis D. Copeland
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Significant Interaction ◽  
Cooperating Teachers ◽  
Training Programs ◽  
Cooperating Teacher ◽  
Classroom Performance ◽  
Teacher Training Programs ◽  
Frequency Counts ◽  
Teacher Classroom

The present study explored possible relationships between the intervention behaviors of cooperating teachers and the classroom exhibition by student teachers of skills’ acquired in microteaching training. Sixty-one teaching credential candidates engaged in student teaching were randomly assigned to positive and negative levels of three variables including microteaching training, training in supervision received by subjects’ cooperating teacher, and tendency of subjects’ cooperating teacher to exhibit the target teaching skill. The data, composed of frequency counts of subjects’ exhibition of the target skill in the classroom as recorded eight to twelve weeks following training, were analyzed using three-way ANOVA. Significant interaction effects were observed. Results are discussed in terms of implications for modification of teacher training programs.

scholarly journals Evaluation of Teaching Practicum at the College of Educational Sciences from the Viewpoints of Student Teachers at Al-Hussein Bin Talal University (AHU)

2018 ◽  
Vol 8 (2) ◽  
pp. 45
Author(s):  
Rima Aboomar ◽  
Sami AlJazi ◽  
Hassan Alhasanat
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Professional Competencies ◽  
Cooperating Teacher ◽  
Teaching Practicum ◽  
First Semester ◽  
Practicum Students ◽  
Weekly Meeting ◽  
Descriptive Survey ◽  
Academic Year

The purpose of this study was to evaluate the teaching practicum at the college of educational science at Al-Hussein Bin Talal University (AHU) from student teachers’ viewpoints. Descriptive survey research design was followed, in which 35 student teachers completed a questionnaire. The participants were student teachers who were enrolled in the practicum in the first semester of the 2016/2017 academic year. All the students were majoring in class teacher education. The questionnaire instrument consisted of 40 items that were grouped in four scales that include the roles of practicum supervisor, the roles of cooperating teacher, the roles of cooperating principal, and professional competencies. The results showed that the participants were satisfied with the practicum course. The results showed that the means of the participants’ responses to the questionnaire’s four scales, in descending order, were as the following: professional competencies (M = 4.56, SD=0.43), the roles of practicum supervisor (M = 4.55, SD=.67), the roles of cooperating principal (M = 4.36, SD=.56), and the roles of cooperating teacher (M = 4.28, SD=.62). Based on the findings, it was recommended that the practicum supervisors should provide the practicum students and cooperating teachers and principals with practicum guidebook that shows the responsibilities of each party in the teaching practicum. In addition, cooperating teachers and principals should make sure that the students know about the cooperating school’s system and regulations. Furthermore, the cooperating principal should be aware of the needs of practicum students through holding weekly meeting with them to identify the problems that might face these students during their practicum and to find the appropriate solutions to these problems.

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