Cooperating Teacher as Model and Coach
What Leads to Student Teachers' Perceptions of Preparedness
Bibliographic Data
| ID | 5113416 |
|---|---|
| Authors | Kavita Kapadia Matsko (0000-0003-1653-6750, National Louis University, Chicago, IL, USA, corresponding author), Matthew Ronfeldt (0000-0003-1702-1812, University of Michigan), Hillary Greene Nolan (University of Michigan), Joshua Klugman (0000-0002-7072-0041, Temple University, Philadelphia, PA, USA), Michelle Reininger (Stanford University, CA, USA), Stacey L Brockman (0000-0002-3695-4602, University of Michigan) |
| Year | 2020 |
| Volume | 71 |
| Issue | 1 |
| Pages | 41-62 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487118791992 |
| OpenAlex | W2885341248 |
| Language | EN |
| Citations received | 41 |
| References cited | 18 |
Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as both models of effective instruction and as facilitative coaches on PST development. We find that both CT roles matter-PSTs feel better prepared to teach when their CTs model effective instruction and coach by providing more instructional support, frequent and adequate feedback, collaborative activity, job-search support, and a balance of autonomy and encouragement
Autonomy · Faculty Development · Mathematics education · Medical education · Pedagogy · Perception · Political science · Preparedness · Professional development · Sample (material) · Student teacher · Student teaching · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching
Connecting feedback to self-efficacy
The experience of teaching
Initial teacher training
Designing Synchronous Online Learning and Teaching Lab
STEM Cooperating Teachers’ Professional Growth
All the World’s a Stage
Pandemic Innovations in Teacher Education
Education is Growth
Effectiveness of Inquiry-Based Instructional Design for Developing the Scientific Competency and Interdisciplinary Knowledge of Preservice Elementary Teachers
Placed for Success
Who Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners
‘Just to make sure I didn’t miss something…was there a booklet of information?’
In Search of Deliberate Practice
Clinical Experiences and (Unexpected Findings on) Job Placements
Access and Relationships
School Leader Apprenticeships
Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support
Problems and countermeasures
Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
An emerging taxonomy explaining mentor-teachers’ role in student-teachers’ practicum
The impact of disrupted in-person student teaching on preservice teachers’ perceptions of preparedness
Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies
Mentor teachers’ motivations and implications for mentoring style and enthusiasm
The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Two sides of a coin
Prompting Elementary Health and Physical Education Teachers
Experimental Evidence on the Robustness of Coaching Supports in Teacher Education
Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Reframing High-Quality Mentoring
What Matters For Mentors As Knowledge Mobilizers
Paired for Success
Stepping in or Stepping On
Three Different Measures of Graduates' Instructional Readiness and the Features of Preservice Preparation That Predict Them
Front End to Back End
Strengthening Teacher Residencies for Paraprofessionals in Special Education
How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways
Applying the Rasch Model
Cooperating Teacher Participation in Teacher Education
Opening the black box of field experiences
The roles of the cooperating teacher and university supervisor in learning to teach
Variation in Teacher Preparation
Critical Requirements for Cooperating Teachers
The Relationship of Field Placement Characteristics And Students Potential Field Performance Abilities to Clinical Experience Performance Ratings
Helping Novices Learn to Teach
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
Expectations for the Cooperating Teacher Role
Complex Interactions in Student Teaching
Recruitment or Preparation? Investigating the Effects of Teacher Characteristics and Student Teaching
Myths and Realities
| Unique citing works | 41 |
|---|---|
| Citations per year | 5,86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 38 |