Cooperating Teachers' Perceptions of Teacher Candidate Readiness for Student Teaching in Secondary Science Education

Autor/in	Downs, Jean A.
Titel	Cooperating Teachers' Perceptions of Teacher Candidate Readiness for Student Teaching in Secondary Science Education
Quelle	(2019), (130 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-2310-9
Schlagwörter	Hochschulschrift; Dissertation; Cooperating Teachers; Teacher Attitudes; Readiness; Student Teaching; Student Teachers; Science Instruction; Pedagogical Content Knowledge; Classroom Techniques; Professionalism; Teacher Student Relationship; Work Ethic; Self Motivation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Klassenführung; Professionalität; Teacher student relationships; Lehrer-Schüler-Beziehung; Arbeitsethos
Abstract	This phenomenological study explored the perceptions of cooperating teachers regarding teacher candidate readiness for the student teaching experience in secondary science education. The cooperating teachers who participated in this study were secondary science teachers whose teaching experience ranged between 14 and 30 years. This study was conducted at a school district located near a major Midwestern city. Ten cooperating teachers were interviewed based on questions which were researcher developed that related to teacher candidate readiness for teaching science and for instructional skills needed for teacher candidates to be effective teachers. Cooperating teachers were also asked to describe their relationships with their student teachers and to comment on the mentor training that they received. The information gathered by the interviews was reviewed and coded by the researcher to look for themes. These themes included: teacher candidate readiness in science teaching, teacher candidate readiness for instructional skills, teacher candidate readiness for non-instructional duties, relationships between cooperating teachers and their student teachers, and mentor training for cooperating teachers. Cooperating teachers stated that content knowledge and pedagogy were a necessary for effective science teaching and commented that student teachers demonstrated knowledge of the subject matter but had difficulty with their pedagogical knowledge. According to cooperating teachers, teacher candidates who had prior experience with students in the classroom showed strengths in classroom management, professionalism, and teacher-student rapport and commented that all teacher candidates lacked proficiency in developing assessments. In addition, it was found that common interests between cooperating teachers and their student teachers as well as a strong work ethic and self-motivation on the part of the student teacher led to collaborative relationships. It was recommended that cooperating teachers participate in mentor training as this would increase their confidence in their supervisory roles and that teacher preparation programs increase teacher candidate exposure to classroom settings prior to student teaching to better prepare them for student teaching. The conclusions of this study will make an impact on the effectiveness of the student teaching experience as well as improve the skills of first year teachers. [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	2024/1/01