True Confessions of Student Teaching Supervisors

Power, Brenda Miller; Perry, Constance M.

doi:10.1177/003172170208300517

Cited by 17 publications

(5 citation statements)

References 2 publications

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“…Power and Perry () found that PSTs who were involved in working with family and community in local schools during their teacher preparation period demonstrated strong beliefs in family involvement and gained an understanding of the difference that involvement makes in the learning process. Strategies that address parental involvement are typically superficial and rarely provide PSTs with a theoretical framework or formal opportunities to interact with parents except for the occasional observational role during student teaching (Gonzalez, Moll, & Amanti, ).…”

Section: Connection To the Literaturementioning

confidence: 99%

Creating a Model of Acceptance: Preservice Teachers Interact With Non‐English‐Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

Ramirez

McCollough

Díaz

2016

School Sci & Mathematics

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The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of interacting with Latino families' culture and language in after school settings. Data were collected from elementary PSTs attending FMLEs and include interactions recorded during the FMLE and interviews with Latino non-Englishspeaking parents after the event. Anecdotal data were also included from parents' interviews collected during culturally relevant Family Science Learning Events. Researchers investigated the following questions: (1) what did Latino parents and PSTs report learning from the FMLE and, (2) how do perceptions toward Latino parents change when PSTs are given the opportunity to interact with and interview Latino parents? Results show that PSTs perceptions of Latino parents can be changed through these events. Implications for teacher preparation programs include providing PSTs with opportunities for participation in FM/SLEs that incorporate planning and teaching culturally relevant math and science activities. The following model of acceptance requires PSTs to identify and reconstruct misconceptions and perceptions of parents, especially non-English-speaking Latino parents.

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Section: Connection To the Literaturementioning

confidence: 99%

Creating a Model of Acceptance: Preservice Teachers Interact With Non‐English‐Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

Ramirez

McCollough

Díaz

2016

School Sci & Mathematics

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“…Haigh and Ell (2014) note that while there are governing standards for practicum, there are no specified guidelines for how assessment should be enacted in practice. Observation appears to be a key assessment tool (Power & Perry, 2002), but in many studies the role of observation appears to be a taken for granted practice, with little description or quantification of the observation process. The value of multiple sources of evidence is typically highlighted as important in the assessment process, including the perspectives of the associate teacher and the student, as well as the students' own documentation and artefacts related to their practice (Brown & Danaher, 2008).…”

Section: Introductionmentioning

confidence: 99%

A complex act – Teacher educators share their perspectives of practicum assessment.

Aspden

McLachlan

2017

Waikato Journal of Education

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“…In the traditional model, classroom teachers and university supervisors rarely have opportunities to talk about their joint student teacher. Student teachers, as a result, have to navigate conflicting, and at times oppositional, views about their teaching (Caudle, 2013;Gimbert and Nolan, 2003;Johnson and Napper-Owen, 2011;Power and Perry, 2002). Although classroom teachers and university supervisors want to support their student teachers, it may be difficult for student teachers to feel the support from different mentors when their recommendations do not match.…”

Section: Discussionmentioning

confidence: 99%

Developing student teachers’ teaching self-efficacy through Shared Mentoring in Learning Environments (SMILE)

Chizhik

et al. 2018

IJMCE

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Purpose The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to build shared understanding with university field supervisors. The purpose of this paper is to compare teaching efficacy of those student teachers who matriculated through the SMILE approach with mentoring student teachers who matriculated through a traditional approach to mentoring and identifying aspects of SMILE that may have contributed to the development of teacher efficacy. Design/methodology/approach A total of 29 student teachers participated in the SMILE model of supporting student teaching, and 29 student teachers (comparison group) were provided with a traditional support structure. At the start and end of their one-year post-baccalaureate credential program, all student teachers completed a teaching efficacy questionnaire. During the last month of the teacher-credential program, all student teachers were interviewed in focus groups regarding the quality of their student-teaching mentoring. In addition, the researchers asked classroom teachers in the SMILE cohort to complete a questionnaire, identifying specific strengths and weaknesses of the SMILE model of mentoring student teachers. Findings Student teachers in the SMILE cohort improved their teaching efficacy in comparison with student teachers in a traditional model of support. SMILE student teachers appreciated critical feedback, while the comparison group participants focused on whether feedback was positive or negative. In addition, SMILE student teachers attributed their development of instructional skills to the mentoring process from classroom teachers and university supervisors, while comparison group participants attributed their development as teachers mainly to their classroom teachers who modeled effective instructional strategies. SMILE classroom teachers made reference to how particular aspects of the model (e.g. sequencing and lesson study) contributed to both student- and mentor-teacher development. Originality/value The SMILE approach to mentoring student teachers facilitated collaboration between university field supervisors and classroom teachers in joint mentoring of future teachers into their profession, a rare occurrence in teacher education programs. Joint mentoring led to improved teaching efficacy among student teachers.

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True Confessions of Student Teaching Supervisors

Cited by 17 publications

References 2 publications

Creating a Model of Acceptance: Preservice Teachers Interact With Non‐English‐Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

Creating a Model of Acceptance: Preservice Teachers Interact With Non‐English‐Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

A complex act – Teacher educators share their perspectives of practicum assessment.

Developing student teachers’ teaching self-efficacy through Shared Mentoring in Learning Environments (SMILE)

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