Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context

Rodgers, Adrian; Keil, Virginia L.

doi:10.1016/j.tate.2006.04.012

Cited by 66 publications

(47 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…12, No. 4;2016 In this study, family members and previous classmates at university belong to bridging social capital, compared to university professors, faculties and peer interns in practicum school tend to be bonding social capital. However, according to the analytical results of this study, the majority of help-seeking subjects of pre-service teachers include bridging social capital (faculties) and bonding social capital (family members, classmates at university and peer interns in practicum school).…”

Section: Help-seeking From Different Social Capitalsmentioning

confidence: 78%

“…12, No. 4;2016 expertise. Item analysis, correlation analysis, and factor analysis were conducted for instrument validity.…”

Section: Instrumentmentioning

confidence: 99%

“…In terms of field-based school experiences, the pre-service teachers may experience task failure and emotional frustration. Literature has indicated that mentor teachers failed in finding an adequate combination of offering emotional support and task assistance for pre-service teachers (Crasborn & Hennissen, 2010), also may lack sufficient consulting competence (Rodgers & Keil, 2007), and seldom used emotional supports (Liu, 2014). That is, this study identifies that the help-seeking subjects of pre-service teachers include bonding and bridging social capital.…”

Section: Help-seeking From Different Social Capitalsmentioning

confidence: 99%

“…However, mentor teachers do not always succeed in finding an adequate combination of emotional support and task assistance for pre-service teachers (Crasborn & Hennissen, 2010). Notably, studies have indicated that mentor teachers do not necessarily have sufficient consulting competence (Rodgers & Keil, 2007) and passion for consulting (Graham, 2006). A study by Liu (2014) further found that person-oriented supports like giving emotional supports seem to be unusually used by excellent mentor teachers.…”

Section: Introductionmentioning

confidence: 99%

“…12, No. 4;2016 self-regulated learning of pre-service teachers depends on whether they obtain the useful information from the help-seeking subjects.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

Liu¹

2016

ASS

View full text Add to dashboard Cite

This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers' social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015.The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-service teachers in need of suggestions for practicum. Another finding of this study by multiple regression analysis indicates that the scores of seeking help from faculties in practicum school and peer interns in practicum school can jointly predict self-efficacy for help-seeking This study concludes that the pre-service teachers preferred seeking help from family members, faculties in practicum school, classmates at university and peer interns in practicum school to university professors. Moreover, pre-service teachers perceived self-efficacy for help-seeking and self-regulated learning when seeking help from faculties and peer interns in practicum schools. Interestingly, peer interns in practicum school are considered as bonding social capital but maybe play a role of suggestion-provider, similar to bridging social capital during the practicum.

show abstract

Section: Help-seeking From Different Social Capitalsmentioning

confidence: 78%

“…12, No. 4;2016 expertise. Item analysis, correlation analysis, and factor analysis were conducted for instrument validity.…”

Section: Instrumentmentioning

confidence: 99%

Section: Help-seeking From Different Social Capitalsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…12, No. 4;2016 self-regulated learning of pre-service teachers depends on whether they obtain the useful information from the help-seeking subjects.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

Liu¹

2016

ASS

View full text Add to dashboard Cite

show abstract

Promoting reflective practice in an infant and early childhood training program

Lombardi

Bladen

Foley

et al. 2023

Infant Mental Health Journal

View full text Add to dashboard Cite

Reflective practices provide a supportive base through which preservice infant and early childhood teachers and allied professionals can achieve knowledge, skills, and professional dispositions to support young children and their families. This paper is a program description that describes the rationale for infusing reflective practices into the learning goals for preservice early childhood training, highlighting the specific reflection skills from the Infant and Early Childhood Mental Health Competency Guidelines. We describe how one university early childhood training program promotes student reflection skills referencing three distinct perspectives: (1) why reflection is essential to developing knowledge and skills; (2) the role group reflection plays in sustaining deep knowledge and skill development for students and faculty; (3) how faculty promote students' awareness of the connection between personal experience and professional dispositions through reflection during practicum experiences. The benefits and challenges of embedding reflective practices in preservice early childhood training are also discussed.

show abstract

The preparation of supervisors through collaborative supervision: A narrative account

de Oliveira,

Jones

2024

TESOL Journal

View full text Add to dashboard Cite

Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self‐study of teacher education practices (S‐STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

show abstract

Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context

Cited by 66 publications

References 6 publications

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

Promoting reflective practice in an infant and early childhood training program

The preparation of supervisors through collaborative supervision: A narrative account

Contact Info

Product

Resources

About