Using Instructional Coaching to Support Student Teacher-Cooperating Teacher Relationships

Autor/inn/en	Richardson, Greer; Yost, Deborah; Conway, Thomas; Magagnosc, Allison; Mellor, Alana
Titel	Using Instructional Coaching to Support Student Teacher-Cooperating Teacher Relationships
Quelle	In: Action in Teacher Education, 42 (2020) 3, S.271-289 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1649744
Schlagwörter	Coaching (Performance); Student Teachers; Cooperating Teachers; Student Teaching; Mentors; Positive Attitudes; Participant Satisfaction; Socialization; Elementary School Teachers; Middle School Teachers; College School Cooperation; Collegiality; Friendship + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Socialisation; Sozialisation; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kollegialität; Freundschaft
Abstract	This study examines the perceptions of relationship quality and satisfaction held by student teachers and their cooperating teachers within the context of an instructional coaching framework-focused student teaching experience. Cooperating teachers operated as instructional coaches who then provided turn-around training for other cooperating teachers. Independent sample t-tests compared perceptions of the student teaching experience for student teachers and their cooperating teachers with two levels of training as measured by the Coaching Relationship Questionnaire. The instructional coach-trained cooperating teacher group showed advanced psychosocial mentoring, dyad satisfaction and dyad similarity as compared to the turn-around-trained cooperating teacher. However, regardless of training level, positive perceptions of the student teaching experience were reported. Additionally, elements of the instructional coaching framework that were found to be beneficial to cooperating teachers serving as coaches for student teachers were examined in light of the outcomes of the questionnaire. Based on findings, a model of training for cooperating teachers is considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01