A Reflection on Lessons Learned from Implementation of a State-Mandated Co-Teaching Model for Student Teaching

Autor/in	Willis, Dottie
Titel	A Reflection on Lessons Learned from Implementation of a State-Mandated Co-Teaching Model for Student Teaching
Quelle	In: AILACTE Journal, 12 (2015) 1, S.53-71 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Teaching; Team Teaching; Reflection; Program Implementation; State Programs; Teaching Models; Cooperating Teachers; Intercollegiate Cooperation; Educational Change; Teacher Attitudes; Student Teacher Evaluation; Teacher Educators; Program Effectiveness; Observation; Questionnaires; Kentucky + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Teamteaching; Regierungsprogramm; Lehrmodell; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Hochschulkooperation; Bildungsreform; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Beobachtung; Fragebogen
Abstract	The author reflects on challenges faced by teacher educators when Kentucky's Educational Professional Standards Board mandated a new Co-Teaching model for all of the state's student teachers in 2013. This article analyzes the overwhelmingly positive responses of cooperating teachers and the experiences of teacher candidates (student teachers) with co-planning and co-teaching. The article also analyzes the intra-university as well as interuniversity collaboration that has resulted to implement Kentucky's unfunded mandated which has shifted student teaching from a traditional apprenticeship model to a co-teaching partnership model in order to assure more consistent clinical experiences for student teachers, raise achievement levels, and improve retention and success of classroom teachers. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01