Cooperating Teacher Participation in Teacher Education: A Review of the Literature

Autor/inn/en	Clarke, Anthony; Triggs, Valerie; Nielsen, Wendy
Titel	Cooperating Teacher Participation in Teacher Education: A Review of the Literature
Quelle	In: Review of Educational Research, 84 (2014) 2, S.163-202 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654313499618
Schlagwörter	Cooperating Teachers; Teacher Participation; Teacher Education; Educational Research; Literature Reviews; Classification; Teacher Role; Feedback (Response); Student Teacher Evaluation; Summative Evaluation; Mentors; Modeling (Psychology); Reflective Teaching; Interpersonal Relationship; Socialization; Professional Development; Change + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Classification system; Klassifikation; Klassifikationssystem; Lehrerrolle; Modeling; Modelling; Modellierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Socialisation; Sozialisation; Wandel
Abstract	Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa's typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10