Changing Traditions: Supervision, Co-Teaching, and Lessons Learned in a Professional Development School Partnership

Allen, David S.; Perl, Michael; Goodson, Lori; Sprouse, Twyla K.

doi:10.4148/0146-9282.1041

Cited by 13 publications

(13 citation statements)

References 6 publications

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“…Soslau, Gallo-Fox, and Scantlebury (2019) define co-teaching in teacher preparation programs as "a model for learning to teach where teacher candidates and clinical educators work alongside one another and share responsibility for student learning" (p. 265). In this context, co-teaching is more than simply teaching with another teacher-it is the continual, recursive process of co-planning, co-instructing, co-assessing, and co-reflecting that positions both participants as valuable contributors to the classroom environment (Allen, Perl, Goodson, & Sprouse, 2014;Nissim & Naifeld, 2018;Soslau et al, 2019).…”

Section: Co-teaching and The Student Teaching Experiencementioning

confidence: 99%

“…The lack of physical presence also meant the CT and ST had to be strategic in how they incorporated the ST in delivering instruction. Rather than defaulting to one teach, one observe practices as the primary form of engagement, the CT and ST were intentional in being as actively engaged as possible (Allen et al, 2014;Gately & Gately, 2001). In addition, they had to consider the best ways to fill the ST's pedagogical gaps in content knowledge, as she learned the material and how to best convey it through telepresence.…”

Section: Co-instructional Considerationsmentioning

confidence: 99%

“…The CT would offer follow-up questions to supplement the lesson, as well. More often than not, the CT and ST would engage in the one teach, one assist model of co-teaching, each alternating the lead role as it best suited the lesson and student needs (Allen et al, 2014;Nissim & Naifeld, 2018).…”

Section: Co-instructional Considerationsmentioning

confidence: 99%

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The Future of Field Experiences in Distance Education:

Wertzberger

2019

tpre

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In an attempt to be more culturally responsive to the needs of its students, universities across the country are leveraging technologies to make their campuses more readily available to a broader student audience. Yet, with the proliferation of online teacher preparation programs, difficulties arise in providing preservice teachers with quality field experiences. This case study examines how telepresence robotic technology was used to facilitate a field experience that would otherwise have been prohibitive in a master of arts in teaching program. While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations, little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers who are place-bound geographically. The findings from this study suggest that, when coupled with the implementation of effective co-teaching practices, telepresence technology can facilitate meaningful field experiences in real time, for place-bound preservice teachers without local K-12 institutions to host their field experiences.

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Section: Co-teaching and The Student Teaching Experiencementioning

confidence: 99%

Section: Co-instructional Considerationsmentioning

confidence: 99%

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The Future of Field Experiences in Distance Education:

Wertzberger

2019

tpre

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“…Kansas State University (KSU) is a prime example of innovation through the successful integration of Swivl in an online environment. Prior to using Swivl, KSU placed over 400 student teachers in schools for three early field experiences, and this culminated in nearly 2000 placement visits each year (Allen et al, 2014). (Allen et al, 2018).…”

Section: Potential For Innovation In Online and Blended Learningmentioning

confidence: 99%

A Case for Using Swivl for Digital Observation in an Online or Blended Learning Environment

McCoy

Lynam²,

Kelly³

2018

Int J Innov Online Edu

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This paper examines the use of digital video in order to enhance professional development for online and blended learning programs in higher education, with particular reference to initial teacher education (ITE). While digital observation in the context of teacher education has been the subject of some discussion, the technology considered in this article is relatively new. Swivl is an innovative technology which allows for nonintrusive digital observation of, for example, school placement. The benefits of using digital observation for professional development are numerous, including the recording of information that may not otherwise be captured and allowing for the retaining of that information for reflection and analysis purposes. This paper assesses the potential benefits for both staff and students who work in an online and blended learning environment, as well as identifying some challenges this technology may present. The paper places a particular focus on the practical application of Swivl technology in a blended learning postgraduate program for ITE in Ireland. The aim of this paper is twofold: (1) to explore the use of an innovative technology called Swivl for online or blended higher education and (2) to present an overview of a proposed pilot study in which a randomized controlled trial group of student teachers (N = 50) will use Swivl to self-reflect during school placement. A second paper, in early 2019, will provide a detailed analysis of the impact of the use of digital technology in a treatment group as part of the pilot study.

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“…A key to a positive experience for the ST is working with a well-qualified CT. This partnership, along with the support of the university faculty and local school districts, helps to establish an excellent set of skills and knowledge for the ST (Allen, Perl, Goodson, Sprouse, 2014;Vernon-Dotson & Floyd, 2012) Extended time spent in the classroom of an experienced teacher provides a key component in the preparation of future teachers who are often encouraged to apply universitybased experiences to practical classroom experiences during clinical placements (Darling-Hammond & Bransford, 2005). The mentoring also shifts from university personnel to the classroom cooperating teacher.…”

Section: Acknowledgmentsmentioning

confidence: 99%

Voices Of Cooperating Teachers: Comparing Experiences Of Professional Development School And Traditional Student Teaching Models

Bruemmer¹

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Further research also needs to examine the practitioner expertise held by the CT as a potential source of knowledge to inform the teacher preparation process. Specifically, it is important to understand the experience of CTs as they engage with the student teaching process. Additionally, to promote professional advancement for CTs, research needs to examine the effects of hosting a ST on the CTs' attitudes, teaching strategies, and participation in the organization and implementation of the student teaching process. This knowledge can inform the university community and future CTs. This research can be enhanced further through examining the differences between two different student teaching models: traditional and Professional Development School teacher preparation models. Statement of the Problem Despite their significant role and impact on the student teaching process, the experience of and impact on CTs has not been thoroughly investigated. Some studies indicated that CTs experience positive professional outcomes as a result of working in the Professional

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Changing Traditions: Supervision, Co-Teaching, and Lessons Learned in a Professional Development School Partnership

Cited by 13 publications

References 6 publications

The Future of Field Experiences in Distance Education:

The Future of Field Experiences in Distance Education:

A Case for Using Swivl for Digital Observation in an Online or Blended Learning Environment

Voices Of Cooperating Teachers: Comparing Experiences Of Professional Development School And Traditional Student Teaching Models

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