Learning Together: Advancing the Training of Preservice Teachers While Training Mentor Teachers to Lead

Santoli, Susan; Martin, Susan F.

doi:10.1080/1547688x.2012.726590

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…Although promising, technologies may prove problematic in some remote and isolated rural areas depending upon Internet availability, bandwidth, and satellite access. Recent research supports the importance and value of personal relationships, communication, and in-person supervision for effective teacher education programs (Ingersoll & Strong, 2011;Santoli & Martin, 2012;Zeichner, 2012). There is strong evidence that models that combine technology supported distance supervision with in-person visits are promising alternatives in teacher education programs (Plonczak, 2010).…”

Section: Supervision and Technologymentioning

confidence: 99%

Updating the Role of Rural Supervision: Perspectives from Alaska

Kaden

Patterson

Healy

2014

Journal of Education and Training Studies

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Despite the documented importance of professional experiences in teacher preparation, numerous questions persist as to how university supervisors can effectively contribute to rural preservice teachers' development and to establish lasting collaborations between involved stakeholders (e.g., collaborating teacher, principal, community). This paper provides insight into the challenges and potential for a comprehensive and updated approach to in-person supervision in a rural sociocultural context. Transcriptions of field notes, observation protocols, and conversations from forty supervision travels to remote Alaska villages are examined and interpreted. Results support a fresh, rural-contextual approach to in-person supervision that has the potential to help preservice teachers not only master effective teaching strategies but also support teacher recruitment, retention, and collaboration.

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Section: Supervision and Technologymentioning

confidence: 99%

Updating the Role of Rural Supervision: Perspectives from Alaska

Kaden

Patterson

Healy

2014

Journal of Education and Training Studies

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“…As language teacher educators, we value reflective practice engagement as a core component of the practicum experience for all stakeholders. In our collaborative inquiry, initially, we reflected on our interaction patterns with the mentor teachers with the goal of deepening our understanding of ways (e.g., Santoli & Martin, 2012) in which we could improve professional learning processes of teacher candidates. Throughout the collaborative teacher research endeavor, we regularly reflected on our ongoing language teacher supervision processes.…”

Section: Communication Patterns In the Practicummentioning

confidence: 99%

İngi̇li̇z Di̇li̇ Eği̇ti̇mi̇ Öğretmenli̇k Uygulamasinda Öğrenme Süreçleri̇: Bi̇rli̇kte Geli̇şti̇ri̇len Yaklaşimlar

Karaman

Gezgin²,

Söylemez

et al. 2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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This article reports the results of a teacher educator self-study exploring the dynamics of professional learning and mentoring among university practicum supervisors, cooperating teachers, and prospective English teachers from four different settings in Turkey. Bringing together five teacher educators with 12+ years of supervision experience, this study focused on the improvement of the quality in practicum in English Language Teaching (ELT) teacher education programs in different cities. Integrating the perspectives of cooperating teachers and student teachers, we found that there is a need for co-constructing visions for professional learning early on in practicum among teacher educators and cooperating teachers. Our one-and-a-half year-long collaborative inquiry revealed three themes related to the practicum: the need for improving communication patterns among teacher educators and cooperating teachers; clarifying roles and visions for professional development of student teachers; and the need for all practicum stakeholders to develop stronger professional enthusiasm and ownership of ELT based on their professional identities.

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Mentoring in Clinical Placements: Conceptualization of Role and Its Impact on Practices

Reinhardt

2017

Action in Teacher Education

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Learning Together: Advancing the Training of Preservice Teachers While Training Mentor Teachers to Lead

Cited by 5 publications

References 8 publications

Updating the Role of Rural Supervision: Perspectives from Alaska

Updating the Role of Rural Supervision: Perspectives from Alaska

İngi̇li̇z Di̇li̇ Eği̇ti̇mi̇ Öğretmenli̇k Uygulamasinda Öğrenme Süreçleri̇: Bi̇rli̇kte Geli̇şti̇ri̇len Yaklaşimlar

Mentoring in Clinical Placements: Conceptualization of Role and Its Impact on Practices

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