The Cooperating Teacher's Role in Granting Access to the Practice and Community of Teaching for the Student Teacher

Autor/in	Weiss, Dina M.
Titel	The Cooperating Teacher's Role in Granting Access to the Practice and Community of Teaching for the Student Teacher
Quelle	(2018), (115 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-6900-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Education Programs; Program Effectiveness; Portfolios (Background Materials); Cooperating Teachers; Interviews; Focus Groups; Student Teaching; Performance Based Assessment; Teaching Methods; Case Studies; Qualitative Research; Elementary School Teachers; Teacher Role; Networks; Socialization; Transformative Learning; Teacher Student Relationship; Preservice Teachers; Communities of Practice; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Teaching practice; Unterrichtspraxis; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Qualitative Forschung; Elementary school; Grundschule; Volksschule; Lehrerrolle; Socialisation; Sozialisation; Pädagogische Transformation; Teacher student relationships; Lehrer-Schüler-Beziehung; Community
Abstract	Aspiring teachers seeking licensure in New York State are required to prepare a portfolio of materials demonstrating their readiness to teach during their student teaching clinical experience, as per edTPA (a teacher performance assessment developed by Stanford University). This research considered how cooperating teachers in the student teaching placement define their role, how they instruct the student teacher on the practices of teaching, and how they integrate the student teacher into the community of teaching. Through a qualitative multi-case study, using six elementary level (grades 3 through 5) student-teaching cooperating teachers, evidence of cultural exchanges and modeling of teaching practices via situated learning legitimate peripheral participation (LPP) were considered and explored using interviews, artifacts, and a focus group procedure. Looking to LPP as a method for viewing the role of the cooperating teacher offered an alternate lens to measure the influence of that relationship on effective teacher preparation programs. In the end, the data showed that the participants in this study consider the role of the cooperating teacher to be one of honor where they actively share as an instruction expert, professional networking broker, community socialization coach, and practical pedagogy insider. Implications of this study include the relationship shared between the cooperating teacher and the student teacher, leveraging the pride cooperating teachers have for their role to be professionally transformative, and the socialization practices used to integrate student teachers into the community of teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01