Expert Voices: What Cooperating Teachers and Teacher Candidates Say about Quality Student Teaching Placements and Experiences

Autor/inn/en	Torrez, Cheryl A. Franklin; Krebs, Marjori M.
Titel	Expert Voices: What Cooperating Teachers and Teacher Candidates Say about Quality Student Teaching Placements and Experiences
Quelle	In: Action in Teacher Education, 34 (2012) 5-6, S.485-499 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.729477
Schlagwörter	Student Teaching; Teaching Experience; Cooperating Teachers; Expertise; Teacher Educators; Holistic Approach; Student Teachers; Practicums; Educational Quality; Teacher Placement + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Expert appraisal; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Holistischer Ansatz; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Quality of education; Bildungsqualität
Abstract	This study investigated characteristics and attributes of the student teaching experience to better understand what makes a quality student teaching experience. This article reflects a holistic approach by addressing the overall context of a quality student teaching experience that includes the environment, characteristics of successful cooperating teachers and teacher candidates, and the benefits and challenges of each. In this article the authors present the findings from the experiences and insights of teacher candidates and cooperating teachers whom the authors consider to be the experts. Additionally, the authors describe complexities of practicum experiences and suggest implications for teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10