Secondary Mathematics Cooperating Teachers' Perceptions of the Purpose of Student Teaching

Autor/inn/en	Leatham, Keith R.; Peterson, Blake E.
Titel	Secondary Mathematics Cooperating Teachers' Perceptions of the Purpose of Student Teaching
Quelle	In: Journal of Mathematics Teacher Education, 13 (2010) 2, S.99-119 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-009-9125-0
Schlagwörter	Student Teaching; Student Teachers; Mathematics Teachers; Cooperating Teachers; Teacher Attitudes; Secondary School Mathematics; Attitude Measures; Teacher Collaboration; Teaching Experience; Teacher Role; Mathematics Instruction + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; Lehrerverhalten; Lehrerkooperation; Lehrerrolle; Mathematics lessons; Mathematikunterricht
Abstract	This article reports on the results of a survey of 45 secondary mathematics cooperating teachers' perceptions of the primary purposes of student teaching and their roles in accomplishing those purposes. The most common purposes were interacting with an experienced, practising teacher, having a real classroom experience, and experiencing and learning about classroom management. The most common roles were providing the space for experience, modeling, facilitating reflection, and sharing knowledge. The findings provided insights into the cooperating teachers' perceptions about both "what" should be learned through student teaching and "how" it should be learned. These findings paint a picture of cooperating teachers who do not see themselves as teacher educators--teachers of student teachers. Implications for mathematics teacher educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10