Cultivating Relationships with School Placement Stakeholders: The Perspective of the Cooperating Teacher

Autor/inn/en	Young, Ann-Marie; MacPhail, Ann
Titel	Cultivating Relationships with School Placement Stakeholders: The Perspective of the Cooperating Teacher
Quelle	In: European Journal of Teacher Education, 39 (2016) 3, S.287-301 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1187595
Schlagwörter	Cooperating Teachers; Placement; Self Concept; Teacher Supervision; Communities of Practice; Foreign Countries; Qualitative Research; Teacher Student Relationship; Learning Processes; Interpersonal Relationship; Preservice Teacher Education; Grounded Theory; Focus Groups; Observation; Semi Structured Interviews; Ireland + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Betriebspraktikum; Praktikum; Selbstkonzept; Community; Ausland; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehramtsstudiengang; Lehrerausbildung; Beobachtung; Irland
Abstract	The aim of this paper is to analyse Irish school placement cooperating teachers' supervisory experiences when involved in various structures of communities and explore factors which enabled or challenged them in cultivating relationships with school placement stakeholders where there is no formal system of supervision established in schools in the Republic of Ireland. Describing learning as a social process, research implies the significance of the development of relationships, membership within communities and identity construction. Using a qualitative approach, it was found that by formally engaging in a supervisory process, cooperating teachers experienced each of these characteristics to varying extents resulting in different supervisory experiences. The different configurations of membership allowed cooperating teachers to contribute towards school placement collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01