Literaturnachweis - Detailanzeige
| Autor/inn/en | Wilson, Elizabeth K.; und weitere |
|---|---|
| Titel | Empowering Teachers as Full Partners in the Preparation of New Teachers. |
| Quelle | (1995), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College School Cooperation; Cooperating Teachers; Elementary Secondary Education; Higher Education; Master Teachers; Partnerships in Education; Preservice Teacher Education; Student Teacher Supervisors; Student Teachers; Student Teaching; Teacher Education Programs; Teacher Supervision |
| Abstract | Research in teacher education suggests the need for alternative approaches to the traditional triad (cooperating teacher, teacher intern, college supervisor) of student teaching or teacher internship programs. This study examines the Clinical Master Teacher (CMT) Program at the University of Alabama. Study participants included 79 Clinical Master Teachers (CMTs) at the elementary, middle, and secondary levels, each meeting the following criteria: (1) five years teaching experience; (2) at least three semesters as a cooperating teacher; (3) participation in professional activities; (4) recommendation by the principal; (5) review by a panel which includes school-based and university-based members; and (6) approval by the university faculty. The CMTs are grouped in teams and work cooperatively in the supervision of a group of teacher interns assigned to the entire team. While each CMT has primary responsibility for one or two assigned interns each semester, all CMTs are encouraged to work with all interns assigned to the team. Findings indicate that the CMTs involved in this program experienced professional growth, particularly in their supervisory abilities; increased self confidence; elevated status among their colleagues; and reduced teacher isolation. Although CMTs were critical of the university supervisor in the traditional triad, they viewed the university's role in the CMT Program as supportive and positive, and felt that university resources were used more effectively in the CMT Program than in the traditional triad. The CMT Program also strengthened the collegial relationships the teachers enjoyed at their school sites. (Contains 15 references.) (ND) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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