Observed teaching practices interpreted from the perspective of school-based teacher educators
Bibliographic Data
| ID | 21496674 |
|---|---|
| Authors | Krista Uibu (0000-0001-6740-1771, University of Tartu, corresponding author), Age Salo (0000-0002-6438-3069, University of Tartu), Aino Ugaste (0000-0003-4235-7270, Tallinn University), Helena Rasku-Puttonen (0000-0001-7814-298X, University of Jyväskylä) |
| Year | 2023 |
| Volume | 46 |
| Issue | 2 |
| Pages | 203-221 |
| Publication date | 2023-03-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2021.1900110 |
| OpenAlex | W3139160575 |
| Language | EN |
| Citations received | 4 |
| References cited | 40 |
A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils’ cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based teacher educators who supervise school practice of student teachers at universities’ innovation schools. Teaching practices were examined using observation and video-stimulated recall interviews. The school-based teacher educators widely used and described in detail individual teaching practices that supported pupils’ cognitive development. However, observations indicated a more limited use of collaborative teaching practices that promote pupils’ social and cognitive development. Setting a good example of teaching gives school-based teacher educators the opportunity to develop both student teachers’ and their own teaching competence
Best practice · Cognition · Mathematics education · Pedagogy · Recall · Student teacher · Student teaching · Teacher education · Teaching method · Computer Science · Education and Technology Integration · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Cooperating Teacher Participation in Teacher Education
The practicum in preservice teacher education
Teaching together and learning together – Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom
Mentor teachers
Teachers' reflections on cooperative learning
Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
Beliefs about teaching held by student teachers and school-based teacher educators
TLRP’s ten principles for effective pedagogy
Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension
Stimulated recall
Using thematic analysis in psychology
Two Decades of Developments in Qualitative Inquiry
Using the Revised Taxonomy to Plan and Deliver Team-Taught, Integrated, Thematic Units
Teacher Effects on Social and Behavioral Skills in Early Elementary School
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |