How Cooperating Teachers and University Supervisors Shape Elementary Candidates' Opportunities to Learn and Receive Feedback on English Language Arts Instruction

Autor/inn/en	Miler, Jason M.; Youngs, Peter; Anagnostopoulos, Dorothea; Drake, Corey
Titel	How Cooperating Teachers and University Supervisors Shape Elementary Candidates' Opportunities to Learn and Receive Feedback on English Language Arts Instruction
Quelle	In: Teacher Education Quarterly, 50 (2023) 2, S.6-28 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Cooperating Teachers; Student Teacher Supervisors; Elementary School Teachers; Student Teachers; Feedback (Response); English Instruction; Language Arts; Teaching Experience; Self Efficacy; Teacher Attitudes; Student Teacher Attitudes; Teacher Influence; Predictor Variables + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English langauage lessons; Englischunterricht; Sprachkultur; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Prädiktor
Abstract	Preservice field placements and student teaching experiences have been identified as influential factors in elementary teaching candidates' (ETCs) development as teachers. This study examined several factors during the student teaching experience, including the English language arts (ELA) teaching self-efficacy of cooperating teachers (CTs) and university supervisors (USs), ETCs' perceptions of CT and US quality in ELA, CT and US public school teaching experience, and ETCs' opportunities to learn ELA instruction. Using a multiple regression analysis that included 192 ETCs linked with their CTs and USs, this study found several of these factors to be significantly associated with ETCs' perception of US quality and ETCs' opportunities to learn ELA instruction. These findings have implications for policy, practice, and research related to teacher preparation programs and field placement and student teaching experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01