Literaturnachweis - Detailanzeige
Autor/inn/en | Miler, Jason M.; Youngs, Peter; Anagnostopoulos, Dorothea; Drake, Corey |
---|---|
Titel | How Cooperating Teachers and University Supervisors Shape Elementary Candidates' Opportunities to Learn and Receive Feedback on English Language Arts Instruction |
Quelle | In: Teacher Education Quarterly, 50 (2023) 2, S.6-28 (23 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0737-5328 |
Schlagwörter | Cooperating Teachers; Student Teacher Supervisors; Elementary School Teachers; Student Teachers; Feedback (Response); English Instruction; Language Arts; Teaching Experience; Self Efficacy; Teacher Attitudes; Student Teacher Attitudes; Teacher Influence; Predictor Variables Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English langauage lessons; Englischunterricht; Sprachkultur; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Prädiktor |
Abstract | Preservice field placements and student teaching experiences have been identified as influential factors in elementary teaching candidates' (ETCs) development as teachers. This study examined several factors during the student teaching experience, including the English language arts (ELA) teaching self-efficacy of cooperating teachers (CTs) and university supervisors (USs), ETCs' perceptions of CT and US quality in ELA, CT and US public school teaching experience, and ETCs' opportunities to learn ELA instruction. Using a multiple regression analysis that included 192 ETCs linked with their CTs and USs, this study found several of these factors to be significantly associated with ETCs' perception of US quality and ETCs' opportunities to learn ELA instruction. These findings have implications for policy, practice, and research related to teacher preparation programs and field placement and student teaching experiences. (As Provided). |
Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |