Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?

Cutrer‐Párraga, Elizabeth A.; Hall‐Kenyon, Kendra M.; Miller, Eydie; Christensen, Morgan; Collins, Jessi; Reed, Emily; Beer, Tyler

doi:10.1080/13664530.2022.2105939

Cited by 5 publications

(3 citation statements)

References 47 publications

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“…In order to effectively train pre-service teachers in classroom management, these different styles need to be mobilized appropriately, depending on the needs of the pre-service teacher. For example, directive styles, such as instructional coaching (De Jager et al, 2002) or modeling (e.g., Cutrer-Párraga et al, 2022), can be very effective in learning different ways of teaching. Then, the pre-service teacher can mobilize and adapt these strategies to the different contexts they encounter.…”

Section: Internships As An Opportunity For Classroom Management Trainingmentioning

confidence: 99%

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

Delbart,

Baco,

Bocquillon

et al. 2023

JETS

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Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.

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Section: Internships As An Opportunity For Classroom Management Trainingmentioning

confidence: 99%

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

Delbart,

Baco,

Bocquillon

et al. 2023

JETS

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show abstract

“…Coaches draw on teacher expertise and demonstrate careful listening by signaling teachers have been heard when they question interventions (Knight, 2019). Coaches offer support by refraining from offering research to counter philosophical differences (Al Otaiba et al, 2008;Collet, 2012;McKenna and Walpole, 2013), and instead arranging for active reflection sessions with the teacher to co-plan and seek input about issues and problems (McKenna and Walpole, 2013;Cutrer-Párraga et al, 2022).…”

Section: Relationships-focused Coachingmentioning

confidence: 99%

The role of reflection in supporting initially resistant teachers’ implementation of targeted reading instruction

Cutrer‐Párraga

Miller

2022

Front. Educ.

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One of the roles of reflection is to support teachers in implementing new instructional techniques. Collaborative reflection is a promising tool in addressing reluctance and resistance to implementing instructional techniques. This qualitative study describes how literacy coaches incorporated collaborative reflection with high implementing and initially resistant-low implementing teachers in four rural, low resourced school districts in the southeastern, United States. The findings indicated that as coaches incorporated collaborative reflection, initially resistant-low implementing teachers were more likely to share instructional needs with coaches, feel more confident in implementing the literacy intervention and express less resistance to coaching. Additional research is needed to understand collaborative reflection more fully as an aspect of the coach-teacher relationship.

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“…Se ha detectado que las características del trabajo, los requerimientos ocupacionales, la experiencia, la información de la cual se dispone en el trabajo y las características del ambiente laboral influyen en el desarrollo de la identidad docente en profesores nóveles. Mientras que la motivación, la confianza, las experiencias previas en relación con el profesorado, las relaciones con los mentores, la autoestima, las experiencias prácticas y las tensiones profesionales pueden afectar el desarrollo de la identidad docente durante la formación inicial del profesorado (Cutrer-Párraga et al, 2022;Pérez-Gracia et al, 2022;Prabjandee, 2019).…”

Section: Introductionunclassified

Factores que influyen en la elección de la carrera de educación como predictores de la Identidad Docente en futuros profesores de Educación Especial

Valdenegro Fuentes,

González Sanzana

2024

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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La identidad docente ha sido estudiada como un constructo amplio, mutable e influenciado por múltiples factores durante su desarrollo. Pocas investigaciones han abordado los factores que podrían explicar la identidad docente durante la formación del profesorado de Educación Especial. El objetivo es establecer la capacidad explicativa de los factores motivacionales y perceptuales para la elección de la carrera sobre la identidad docente. Se empleó un enfoque cuantitativo con un diseño transversal explicativo. Participaron 180 estudiantes de la carrera de Pedagogía en Educación Especial de 10 universidades chilenas. Se aplicó el Fit-Choice Scale y la Escala de Medida de la Identidad Docente. Los datos fueron analizados con una regresión lineal bayesiana. Los resultados muestran que los factores de percepción por sí solos podrían explicar el comportamiento de la identidad docente, mientras que el modelo conjunto entre los factores de motivación, los factores de percepción para la elección de la carrera y variables sociodemográficas como la edad y tener un familiar docente muestra una mayor capacidad explicativa respecto de la identidad docente. Se espera que los resultados de esta investigación constituyan una aproximación a la explicación de los factores que influyen en el desarrollo de la identidad docente en futuros profesores de Educación Especial.

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Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?

Cited by 5 publications

References 47 publications

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

The role of reflection in supporting initially resistant teachers’ implementation of targeted reading instruction

Factores que influyen en la elección de la carrera de educación como predictores de la Identidad Docente en futuros profesores de Educación Especial

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