Classroom Practices of Cooperating Teachers and Their Relationship to Collaboration Quality and Time: Perceptions of Student Teachers

Autor/in	Gurl, Theresa J.
Titel	Classroom Practices of Cooperating Teachers and Their Relationship to Collaboration Quality and Time: Perceptions of Student Teachers
Quelle	In: Teaching Education, 30 (2019) 2, S.177-199 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2018.1457635
Schlagwörter	Student Teachers; Cooperating Teachers; Teacher Student Relationship; Cooperation; Secondary School Teachers; Secondary School Mathematics; Student Attitudes; Classroom Techniques; Teaching Methods; Correlation; Teacher Attitudes; Mathematics Teachers; New York (New York) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Lehrerverhalten; Mathematics; Mathematik
Abstract	This study examined the complexities of the collaborative relationship between student teachers and cooperating teachers in secondary mathematics from the perspectives of the student teachers. Four cohorts of student teachers (N = 170) in secondary mathematics were surveyed using a questionnaire that measured their perceptions of two dimensions of their student teaching experience: collaboration with their cooperating teachers and the classroom practices of their cooperating teachers. Although analysis of the responses revealed that student teachers were generally satisfied with the amount and quality of the collaboration, two important results were revealed. First, about half of the respondents reported spending less than an hour collaborating weekly with their cooperating teacher in various contexts. Second, certain classroom practices of the cooperating teachers were found to be significantly associated with whether they spent more or less than an hour collaborating with their student teachers, and were significantly correlated in most cases. This explicit linkage suggests that the classroom practices of cooperating teachers may extend to the mentoring approach they take when working with student teachers. Suggestions for teacher education programs and cooperating teacher support are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01