Student Teachers' Team Teaching during Field Experiences: An Evaluation by Their Mentors

Autor/inn/en	Simons, Mathea; Baeten, Marlies
Titel	Student Teachers' Team Teaching during Field Experiences: An Evaluation by Their Mentors
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 24 (2016) 5, S.415-440 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2016.1271560
Schlagwörter	Student Teachers; Team Teaching; Field Experience Programs; Mentors; Semi Structured Interviews; Teacher Attitudes; Teaching Models; Program Implementation; Program Attitudes; Teacher Collaboration; Performance Factors; Training Methods; Quasiexperimental Design; Teacher Education Programs + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teamteaching; Praxisnahes Lernen; Lehrerverhalten; Lehrmodell; Lehrerkooperation; Leistungsindikator; Didaktik; Trainingsmaßnahme
Abstract	Since collaboration within schools gains importance, teacher educators are looking for alternative models of field experience inspired by collaborative learning. Team teaching is such a model. This study explores two team teaching models (parallel and sequential teaching) by investigating the mentors' perspective. Semi-structured interviews were conducted in order to map their attitudes, the advantages and disadvantages they observe and the conditions for implementation. Results indicate that mentors adopt an open attitude toward team teaching. They observe advantages for all actors involved, especially for student teachers (e.g. support, professional growth) and learners (e.g. rich and varied lessons). The study corroborates the findings retrieved in the literature, enlarges and refines them, and gives a clearer view on the importance of each (dis)advantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01