Preparation of Cooperating Teachers as Evaluators in Early Field Experiences

Ramanathan, Hema; Wilkins-Canter, Elizabeth A.

doi:10.1080/01626620.2000.10462997

Cited by 10 publications

(12 citation statements)

References 7 publications

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“…One explanation for this finding could be found in Ramanathan and Wilkins-Canter (2000). They found that most cooperating teachers received no specific training on supervision techniques.…”

Section: Discussionmentioning

confidence: 89%

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

Koç

2016

IRRODL

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The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants were 21 fourth grade student teachers and 12 cooperating teachers. Semi-structured interview questions were used to collect data. The interviews were tape-recorded and then transcribed to be analyzed. According to the findings, the problems student teachers faced were grouped into four areas: assessment systems, computer-assisted communication, challenges with mentors, and psychological issues. Cooperating teachers' problems were categorized as problems associated with the program and problems associated with the student teachers. The results of this study contribute to an increased understanding of the problems that student teachers and their cooperating teachers face during field experience at an English language teacher education program offered in a distance format. This study provides suggestions for establishing more effective mentorship during the field experience.

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“…One explanation for this finding could be found in Ramanathan and Wilkins-Canter (2000). They found that most cooperating teachers received no specific training on supervision techniques.…”

Section: Discussionmentioning

confidence: 89%

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

Koç

2016

IRRODL

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“…The just-in-time use of the ATLT was also consistent with findings from AT literature, where Kent (2001) suggested that AT training occur as close as possible to the time of the field experience. Further to this, associate teachers indicated they preferred training and supports typically on an as needed basis (Kent, 2001;Ramanathan & Wilkins-Canter, 1997). These findings reflect the flexible, accessible, and convenient nature of learning tools on the Internet.…”

Section: Times Dates Location Variedmentioning

confidence: 80%

“…As previously explained, oftentimes, lack of time, lack of remuneration, attitudes, willingness, and beliefs prevent associate teacher training from occurring (Kent, 2001;Ramanathan & Wilkins-Canter, 1997). If these issues are prominent in the field experience, using non-technological based strategies to provide training and supports, it might also be prudent to consider factors that might prevent or enhance associate teacher acceptance and usage of a new technology such as the ATLT.…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

“…The recommendation for increased or additional associate teacher supports to assist them in implementing this critical role resonates throughout the field experience and associate teacher literature (Beck & Kosnik, 2000;Borko & Mayfield, 1995;Duquette, 1998;Kahn, 2001;Levine, 2006;Ramanathan & Wilkins-Canter, 1997;Rippon & Martin, 2006;Sanders, 2005;Volante, 2006). When associate teachers received support and/or training to carry out the role via courses, workshops, coaching programs, or other derivations of support related to the supervision of teacher candidates, teacher candidates experienced more positive learning experiences (Coulon, 2000;Giebelhaus & Bowman, 2002;Kent, 2001;McIntyre & Killian, 1987), compared to teacher candidates who worked with associate teachers who did not participate in training programs.…”

Section: A Problem With Practicummentioning

confidence: 99%

“…When associate teachers received support and/or training to carry out the role via courses, workshops, coaching programs, or other derivations of support related to the supervision of teacher candidates, teacher candidates experienced more positive learning experiences (Coulon, 2000;Giebelhaus & Bowman, 2002;Kent, 2001;McIntyre & Killian, 1987), compared to teacher candidates who worked with associate teachers who did not participate in training programs. Associate teachers and teacher candidates indicated a need for training and supports (Borko & Mayfield, 1995), typically on an as needed basis (Kent, 2001;Ramanathan & Wilkins-Canter, 1997); however, lack of time, lack of remuneration, attitudes, willingness, and beliefs prevent such training from occurring (Kent, 2001;Ramanathan & Wilkins-Canter, 1997).…”

Section: A Problem With Practicummentioning

confidence: 99%

See 2 more Smart Citations

A Promising Practicum Pilot – Exploring Associate Teachers’ Access and Interactions with a Web-based Learning Tool

Petrarca

2013

IJELL

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This paper explores how a small group of associate teachers (i.e., the classroom teachers who host, supervise, and mentor teacher candidates during practicum placements) accessed and interacted with the Associate Teacher Learning Tool (ATLT), a web-based learning tool created specifically for this new group of users. The ATLT is grounded in web-based learning and discipline-specific research and conceptualized within a framework of reflective practice and constructivist learning theory. The ATLT was created specifically for associate teachers, as an affordable and flexible alternative method of providing support for these critical community members who partner with the Faculty of Education at the University of Ontario Institute of Technology (UOIT), a university in the Greater Toronto Area in Ontario, Canada. Through analysis of associate teachers' usage patterns and emerging themes via the ATLT's internal tracking system, the findings of this work revealed that although associate teachers accessed and interacted with the ATLT in diverse ways, several commonalities emerged. The findings of this exploratory work suggest that continued and expanded implementation and research of using a web-based form of learning that is grounded within a body of research, is warranted.

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Initial Teacher Education Practicum 2.0

Petrarca

Nuland

2020

Springer International Handbooks of Education

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Self-study of teacher education practices (S-STEP) within practicum contexts is still an underrepresented area of research within the S-STEP. This chapter revisits and builds upon the practicum-focused chapter from the first volume of this international handbook exploring mainly why the practicum is still a less explored area in the S-STEP community, followed by how teacher educators/ researchers facilitate an S-STEP approach to practicum. The exploration begins by examining the challenges of using S-STEP, reviewing the conditions necessary to facilitate S-STEP in practicum settings, and providing arguments that these

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Preparation of Cooperating Teachers as Evaluators in Early Field Experiences

Cited by 10 publications

References 7 publications

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

A Promising Practicum Pilot – Exploring Associate Teachers’ Access and Interactions with a Web-based Learning Tool

Initial Teacher Education Practicum 2.0

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