Associate Teachers in Pre-service Education: Clarifying and enhancing their role

Abstract

The research literature indicates lack of clarity and agreement about the role of 'associate teachers'-teachers who supervise teacher education students during their practicum. This study of a group of associate teachers revealed that they found their role satisfying and gave student teachers a considerable amount of support, feedback and direction. However, they often seemed to be rather 'tough' on the student teachers, limiting their freedom to innovate, giving them a very heavy workload and generating in them a considerable amount of anxiety. The study suggests the need for joint inquiry with associate teachers to establish a clear conception of teaching and learning, a conception which can guide the ongoing development of the pre-service programme and be modelled by associate teachers and university faculty in their relationships with student teachers.

Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education

“…Some studies suggest, for example, that it can result in the promotion and reproduction of conventional norms and practices, which render mentees unable to consolidate or develop their knowledge and use of alternative and more challenging (both for the beginner teacher and to the status quo) methodologies, such as 'progressive' and learner-centred approaches (Feiman-Nemser et al, 1993;Ling, 2009). Others have found that mentoring can have harmful effects on mentees' wellbeing, with studies suggesting that in some cases the work of mentors has damaged beginning teachers' self-esteem, caused anxiety and stress, and contributed to mentees' decisions to leave the profession (Beck and Kosnick, 2000;Maguire, 2001). …”

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

“…The important role of the university practicum advisor as a facilitator, personal confidante, and trusted guide is viewed as a key element in the ecological transitions that take place during the teaching practice and also as a vital source of emotional support and guide of the learning to teach process (Caires and Almeida, 2005;Hawkey, 1997;Beck and Kosnik, 2000).…”

The Native Speaker Programme – The Coin has Two Sides

“…On the other hand, distant relationships between mentor and mentees hinder such positive outcomes (Izadinia 2015, Beck & Kosnik 2000. In the present study, this scenario was reflected through Nadya's brief experience working with Mark as well as Hafiz's unpleasant experience witnessing Patrick losing his temper during TPD workshop.…”