A Cross-Cultural Perspective of Teachers' Perceptions: What Contributions Are Exchanged between Cooperating Teachers and Student Teachers?

Autor/inn/en	Clinard, Linda M.; Miron, Louis; Ariav, Tamar; Botzer, Iris; Conroy, Judy; Laycock, Kathy; Yule, Kathy
Titel	A Cross-Cultural Perspective of Teachers' Perceptions: What Contributions Are Exchanged between Cooperating Teachers and Student Teachers?
Quelle	(1997), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; College School Cooperation; Cooperating Teachers; Cultural Differences; Elementary Secondary Education; Foreign Countries; Higher Education; Mentors; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Reflective Teaching; Student Teachers; Teacher Attitudes; Teacher Collaboration; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Projektforschung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Kultureller Unterschied; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The University of California Irvine (UCI) and Beit Berl College (BBC) in Israel developed an action research project with cooperating teachers at their Professional Development Schools. This paper examines perceptions of UCI and BBC cooperating teachers within each culture and across cultures regarding: (1) contributions teachers provide to student teachers and benefits they gain from collaborating with them; and (2) effects of coaching on cooperating teachers' personal and professional lives. In both countries, student teacher/cooperating teacher experiences were based on the Costa/Garmston Cognitive Coaching model when mentoring students. Data came from recorded dialogues between university associates; informal interactions among principals, cooperating teachers, and university faculty; and end-of-year surveys that examined mentor-student teacher relationships. Participants completed surveys yearly between 1994 and 1996. Data from 1994-1995 found substantial differences between American and Israeli cooperating teachers in perceptions and behaviors. Over time, perceptions about cooperating teachers' contributions to student teachers changed. Israeli mentors did not indicate having gained from their coaches, while American mentors reported that they did, both professionally and personally. Respondents, particularly Americans, were positive about Cognitive Coaching. Three appendices contain the UCI 1994 and BBC 1995 questions, the UCI and BBC 1996 questions, and 35 references. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC