A Study of Cooperating Teacher Behaviors Which Are Compatible with Established Goals of Teacher Education.

Autor/in	Ervay, Stuart
Institution	Emporia State Univ., KS.
Titel	A Study of Cooperating Teacher Behaviors Which Are Compatible with Established Goals of Teacher Education.
Quelle	(1982), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperating Teachers; Educational Objectives; Field Experience Programs; Higher Education; Preservice Teacher Education; Student Teacher Supervisors; Student Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Educational objective; Bildungsziel; Erziehungsziel; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten
Abstract	To explore the depth of compatibility among university personnel and cooperating public school teachers, a study: (1) isolated and summarized specific goals and processes used in the total teacher education program at Emporia State University (ESU) in Kansas; (2) determined attitudinal and practiced behaviors of a random sample of cooperating teachers through survey instruments and observation; (3) compared ESU teacher education program goals and processes with attitudes and practiced behaviors of cooperating teachers; and (4) identified areas of compatibility and discrepancy. Responses to questionnaires were obtained from 59 cooperating elementary and secondary school teachers, and 19 full time ESU teacher educators, including subject specialists. A detailed analysis is presented of responses to 26 statements of opinion or attitude toward the objectives of a field experience program within the framework of a total teacher education program. Similar and dissimilar points of view of cooperating teachers and university educators are listed. Recommendations are made on revisions in current practice and on areas in which additional research would be valuable. Appendices include a bibliography, the survey, figures representing percentages of teacher responses, and other information on teacher education philosophies and goals. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC