A Comparison of Cooperating Teachers' Perceptions of Their Supervision When Involved in a Collaborative Model or a Non-Collaborative Model.

Autor/inn/en	Vessel, Amy Massey; Daane, C. J.
Titel	A Comparison of Cooperating Teachers' Perceptions of Their Supervision When Involved in a Collaborative Model or a Non-Collaborative Model.
Quelle	(2000), (11 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cooperating Teachers; Elementary Education; Elementary School Teachers; Higher Education; Master Teachers; Practicum Supervision; Preservice Teacher Education; Student Teaching; Teacher Attitudes; Teacher Collaboration + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Elementary school; Grundschule; Volksschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Lehrerkooperation
Abstract	This study compared the attitudes of elementary level collaborative and traditional cooperating teachers regarding their supervisory skills and confidence levels. It also examined how teachers collaborated and how collaborative cooperating teachers perceived Clinical Master Teaching (CMT) meetings. Student teachers were placed in schools with either cooperating teachers only or both cooperating teachers and clinical master teachers. Data collection involved pre- and post-student teaching questionnaires, focus group interviews, field notes, and a researcher journal. Overall, there were no significant changes from the beginning to the end of the semester in either group. Both traditional and collaborative teachers considered supervisory skills very important throughout the clinical placements. There were no significant changes in confidence levels on the pre- and post-tests. The collaborative cooperating teachers collaborated daily with all teachers on a variety of subjects, while traditional cooperating teachers mentioned occasional collaborative episodes (though they wished they could continue to meet on a more regular basis). Cooperating teachers made positive comments about the CMT meetings, noting such benefits as collaborative opportunities, problem solving episodes, and encouragement from peers. (Contains 13 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01