Student Teachers in School Practice

Douglas, Alaster Scott

doi:10.1057/9781137268686

Cited by 22 publications

(8 citation statements)

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“…The model studied can be positioned as part of the 'larger case' of universityschool partnership models that are guided by clinical, praxical approaches to professional education (Cochran-Smith et al 2014;Douglas 2014) but are still operating within a predominantly applied, individualistic research university model. This dual position has generated much debate as to what counts as valid knowledge and what constitutes as the basis of academic education.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

Maskit¹,

Orland‐Barak

2015

Journal of Education for Teaching

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This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers' experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school-university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university-school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university-school partnerships.

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Section: Conclusion and Discussionmentioning

confidence: 99%

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

Maskit¹,

Orland‐Barak

2015

Journal of Education for Teaching

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“…Similarly, Crasborn et al (2011) reflect upon the idea that there might be multiple types of mentor roles and that there is no single approach guaranteed to produce success. Finally, there is some discussion of the kinds of topic that are discussed in these dialogues, ranging from subject knowledge (Douglas, 2014) to assessment (Butterfield et al , 1999).…”

Section: Literature Background (Or Review)mentioning

confidence: 99%

“First meetings”: constructive first encounters between pre-service teachers and their mentors

Connolly

Bates

Shea

2020

IJMCE

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PurposeThe purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors (experienced teachers) and mentees (pre-service teachers) on a course of initial teacher education (ITE) when they first met – the “initial encounter”.Design/methodology/approachThe researchers used an action research approach in order to address the lower retention rate of pre-service teachers from different backgrounds, such as Black and Minority ethnic (BAME) and the issues around mentoring which may exacerbate this problem. Discussions between the course team and participating mentors and mentees suggested that the initial encounter between mentor and mentee was significant, and an action research methodology would allow for developing questions that might structure such encounters.FindingsThe researchers found that a useful and effective set of questions could be developed and used by mentors and mentees. Additionally, this process gave researchers insights into the nature of the first encounters between mentors and mentees on an ITE course and how both groups see their roles. In several cycles of action research, the participants produced a number of iterations of such questions, which were refined across a two-year period.Research limitations/implicationsWhile it is too early to tell if the issues leading to the lower retention rate of pre-service teachers that prompted the project have been reduced in any significant way, the researchers suggest that thinking about these initial encounters can have an impact on the way mentors and mentees go on to build a relationship.Originality/valueThe authors found that there is very little research in the field of teacher education which looks at initial encounters between mentors and mentees, and thus make an original contribution to the mentoring literature.

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“…These programs use a clinically-based approach (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson., 2009;Grossman, 2010;Douglas, 2014), expand STs' field experiences and teaching placements, and build partnerships (Cochran-Smith, Villegas, Chavez-Moreno, Mills, Stern, & Abrams, 2014;Teitel, 2003Teitel, , 2004UTRU, 2010) between districts, universities, non-governmental organizations and communities. Stakeholders in these partnerships engage in participatory, non-hierarchal collaboration which benefits all participants and promotes students' success.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In terms of the curriculum, the clinical dimension of the teaching program includes three core elements (Douglas, 2014;Forzani, 2014;Grossman et al, 2009;Grossman, 2010): (a) Representation of practice-linking theory and research to enhance the coherence and alignment between academic course work and hands on teaching; (b) Decomposition of practice-ensures that STs' field experiences enhances their awareness of the constituent aspects of teaching; and (c) Approximation of practice-the program's ability to provide STs with opportunities to engage in practices that approximate real-life professional practices.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

Imanuel-Noy¹,

Wagner²

2016

AJTE

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Student Teachers in School Practice

Cited by 22 publications

References 0 publications

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

“First meetings”: constructive first encounters between pre-service teachers and their mentors

Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

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