Cooperating Teachers and Professional Development.

Autor/in	Landt, Susan Mary
Titel	Cooperating Teachers and Professional Development.
Quelle	(2002), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Collegiality; Cooperating Teachers; Faculty Development; High Schools; Higher Education; Middle Schools; Observation; Preservice Teacher Education; Reflective Teaching; Student Teachers; Student Teaching; Teacher Attitudes; Teacher Collaboration; Teacher Improvement + Suchen Sie Ihr Suchwort? Kollegialität; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Middle school; Mittelschule; Mittelstufenschule; Beobachtung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Lehrerkooperation
Abstract	This study examined connections between being a cooperating teacher and professional development, demonstrating that veteran teachers who desire to transform their teaching practices can use their work with student teachers as professional growth opportunities. It discusses how the role of cooperating teacher can affect veteran teachers' practices, why teacher professional development is imperative, and traditional professional development opportunities for teachers. It notes features of effective professional development (e.g., it must engage teachers in concrete tasks of teaching, assessment, observation, and reflection that illuminate the process of learning and development, and it must be collaborative). The paper also discusses how teachers learn and examines the constructed nature of knowledge and beliefs and the situated and social nature of cognition. The study involved 18 cooperating secondary teachers. Data from two hour-long interviews indicated that all respondents believed they were better teachers because of working with student teachers. They felt they were more reflective about their teaching while working with student teachers. Interaction between student teachers and cooperating teachers contributed to knowledge construction. Teachers believed that the opportunity to observe student teachers and their own students provided a valuable perspective on student learning. Being a cooperating teacher promoted collegiality and collaboration. (Contains 30 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01