Model versus Mentor: Defining the Necessary Qualities of the Effective Cooperating Teacher

Autor/in	Glenn, Wendy J.
Titel	Model versus Mentor: Defining the Necessary Qualities of the Effective Cooperating Teacher
Quelle	In: Teacher Education Quarterly, 33 (2006) 1, S.85-95 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Student Teaching; Student Teachers; Cooperating Teachers; Mentors; Teacher Characteristics; Qualitative Research; Feedback (Response); Interpersonal Relationship + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Student teaching is a key event in the lives of future educators; it can make or break their success in their own classrooms. The selection of qualified cooperating teachers with whom these students will work is accordingly imperative. Student teaching should provide students the opportunity to grow as educators--to learn from those who are more knowledgeable, to take risks, and to fail without becoming failures. Knowing the characteristics of an effective cooperating teacher can help ensure that pre-service teachers are placed in settings that will benefit and support them in their first real teaching endeavor. This qualitative research study explores these characteristics by examining what underlying traits cooperating teachers might possess that make them effective in meeting the needs of their assigned student teacher. The author gathered raw data in three forms: direct observation, interviews, and artifacts. Data from this study suggest that effective mentors maintain a balance of control in the amount of independence they allow the student teacher; they are neither too reluctant to hand their students over to the student teacher, nor too willing to allow the student teacher to assume full classroom responsibility before he/she is ready. Results indicate that effective mentors collaborate rather than dictate, relinquish an appropriate level of control, allow for personal relationships, share constructive feedback, and accept differences. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10