Cooperating Teachers as School Based Teacher Educators : Student Teachers' Expectations

Atputhasamy, Lourdusamy

doi:10.14221/ajte.2005v30n2.1

Cited by 16 publications

(7 citation statements)

References 9 publications

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“…In similar research akin to our study, many topics of expectations were identified, for instance, Demirkol (2004), Atputhasamy (2005) and Nguyen and Hunter (2018) addressed four themes: which are mainly orientation, collegiality, counselling and leadership. Even though our questionnaire study results maintained the same themes, the rank order of priority is relatively different in which as Guidance precedes Leadership and Counseling occupies the final rank order, precisely after Colleagueship.…”

Section: Findings and Discussionsupporting

confidence: 60%

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

Melki¹,

Bouzid²,

Meher³

2020

JTET

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According to Melki (2016), initial vocational training considers work experience in concrete situations as a constituent element in the development of professional skills and identity. For most people, initial training has an alternative function by creating "practice areas" by sending students on training courses to educational institutions. The transformation of training programmes for physical education teaching in Tunisia shows the importance given to the training of teacher-students in order to improve the quality of teaching. Indeed, the new requirements of initial training highlight the importance of long-term and better-supervised practical training in physical education teaching that draws its foundations from a genuine partnership between the university and the school environment (Bali, 2005). Particular attention has been paid to the practical aspect of training in physical education teaching. This new trend stems from the need for future teachers to be competent as soon as they graduate from university. Mentoring as a competency is an essential element in assessing the quality of technical and vocational education and training (TVET) teachers in the field of physical education. According to Arifin & Rasdi (2017), TVET teacher competencies are related to the skills, knowledge, attitudes, values and appraisals that are considered critical for the career development of future teachers. In this sense, Okoye & Ofonmbuk, (2015) argue in their research that TVET teachers must be competent in content, professional development and classroom management. Similarly, they must also be competent in handling instructional materials, assessing students, possessing effective teaching methodology, recognising students' learning styles, meeting students' needs in the classroom and, most importantly, being a role model for students.

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Section: Findings and Discussionsupporting

confidence: 60%

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

Melki¹,

Bouzid²,

Meher³

2020

JTET

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“…The Workforce Plans states that the average public school (both primary and secondary) teacher is 46 years old and has served in the department for 15 years. Similar data was generated in the Staff in Australian Schools survey conducted by the Australian Council for Educational Research and colleagues (see: McKenzie et al, 2011) and in the similar work conducted in the United States (RATE IV, 1990 cited in Atputhasamy, 2005). Any shift in the demographic profile of teachers, and by virtue potential co-operating teachers, especially one that reduces the gap of tenure between the pre-service and co-operating teacher will recast the temporal dimensions of the profession.…”

Section: A Temporal Professionsupporting

confidence: 60%

“…We see 'work-integrated learning' as including a breadth of activities, including but not exclusively, practicum placements, volunteering and outreach programs, fieldwork visits, shadowing/observations and other opportunities for higher education students to participate in profession-based activities. With an increasing demand for graduates who are 'work-place ready', particularly within an increasingly globalised community (Cooper, Orrell, & Bowden, 2010), it is hardly surprising that work-integrated learning has been applied to a substantial number of university professional degree programs, including nursing and other health professions, social work and education degrees (Atputhasamy, 2005).…”

Section: Introductionmentioning

confidence: 99%

The generative temporality of teaching under revision

Eacott

Hodges

2014

Critical Studies in Education

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What we have come to understand as education has a temporal dimension: the school year, progression based on time, timetables, and so on. Similarly, our understanding of teaching is framed by temporality, primarily through salary structures and an implicit coupling of performance with time in the field. We argue that this underlying generative temporality is under revision. This revision is taking place through policy moves such as the professional standards agenda, which unlike salary structures (at least current ones) privilege demonstrable performance over tenure. Such a revision places time not as an external measure in which events and practices take place, but as the very core of such practices and events. Taking stimulus from the role of workintegrated learning within initial teacher education, we engage with this revision of temporality in education. With increasing attention being paid to temporality in scholarship across a number of disciplines, there has arguably never been a more appropriate opportunity to engage with the temporality of teaching.

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“…Research studies suggest that student teachers view their practicum experiences as extremely important and essential for their induction into professional life (Zeichner & Gore, as cited in Keogh, Dole, & Hudson, n.d.). They believe that the practical experiences of supervisors who observe their lessons, receiving feedback and practicing various teaching strategies during the school experience are the most important factors in student teachers' professional growth (Tisher, as cited in Atputhasamy, 2005 performance often takes the form of a supervisor's comments immediately after the lesson is over. This must be followed by another attempt at the lesson and then evaluation for improvement.…”

Section: Teaching Practicummentioning

confidence: 99%

A Critical Review on Whether the Use of a Teaching Practicum Observation Form Promotes Learner-Centred Approaches: A Case of Mzuzu University Teaching Practicum

Mpewe¹

2019

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The study argues that student-teachers on teaching practicum (TP) find it hard to implement learner-centred activities through the challenges of some written remarks (comments) by supervisors on the observation form (tool). In addition the assessment (score) as shown on the observation form correlates with learner-centred activities as well. This study wanted to establish whether the observation form matches well with activities of PDSI-ASEI using this as an indicator of learner-centred strategy. A random sample of 50 observation forms were used to find out the supervisors' remarks and an observation of 35 lessons during the third and second visits to schools using a check list of items containing some ratings as very often, often, rarely and never. In addition, a semi-structure interview followed using the same student-teacher. The study has shown that supervisors remarks contribute to student-teachers challenges in implementing learner-centred citing that the remarks are brief and their meanings could not be established. In some cases, the supervisors' remarks are not expressed very well for the student-teacher to comprehend elements of learner-centred. However, some students do value these remarks and take them to incorporate in their practices while others disregard such remarks based on the way how supervisors have framed them. Further the study reveals that the observation form and activities of PDSI-ASEI model agrees on several items except very few of them requiring a review of the tool.

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Cooperating Teachers as School Based Teacher Educators : Student Teachers' Expectations

Abstract: Abstract:The National Institute of Education (NIE)

Cited by 16 publications

References 9 publications

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

The generative temporality of teaching under revision

A Critical Review on Whether the Use of a Teaching Practicum Observation Form Promotes Learner-Centred Approaches: A Case of Mzuzu University Teaching Practicum

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