Voices Less Silenced: What Do Veteran Teachers Value in School–university Partnerships and Initial Teacher Preparation?

Snow-Gerono, Jennifer L.

doi:10.1080/08878730903186348

Cited by 12 publications

(7 citation statements)

References 13 publications

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“…As mentor teachers increasingly undertake the role of teacher educator and undertake that role for longer durations of time, there is a need to develop more nuanced understandings of extended field experiences with mentors (Graham, 2006;Yendoll-Hoppey, 2007) and to understand mentors' perspectives of those experiences (Snow-Gerono, 2009). Indeed, for teacher preparation models that embed extensive clinical placements with mentor teachers to become a viable reform initiative, mentors must perceive extended field preparation as valuable both for preservice teachers and for themselves.…”

mentioning

confidence: 98%

Mentoring in an Urban Teacher Residency: Mentors' Perceptions of Yearlong Placements

Gardiner

2011

The New Educator

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confidence: 98%

Mentoring in an Urban Teacher Residency: Mentors' Perceptions of Yearlong Placements

Gardiner

2011

The New Educator

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“…Appreciating the contribution to learning from extended amounts of time spent in the school may enhance learning opportunities in teacher preparation programs. Teacher candidates engaged in partnerships have a greater sense of ownership in the school community (Castle, Fox & Souder, 2006;Snow-Gerono, 2009). Studies have also noted a heightened feeling of belonging when engaged in a partnership program (Castle, Fox & Souder, 2006;Sandoval-Lucero, et al, 2010).…”

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confidence: 99%

Examining Elementary Teacher Candidate Learning Within Early Field Experiences in a Partnership

Bohannon¹

2018

JESP

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College and University teacher education programs' partnerships with public schools have been developed to enrich the learning of teacher candidates and support practicing educators. Teacher candidates' development through early field experiences provides insight into the ways the partnership enhances the translation of theory into practice. This article examines teacher candidates' experiences and learning in a unique partnership which engages them in coursework and field experiences within the context of the school each semester. This partnership was created with the intention of providing additional resources to the school to allow for a more student-centered approach to instruction. Teacher candidates are also afforded three additional field placements throughout their preparation program. The experiences between twelve, third year teacher candidates who participated in the partnership between a K-8 elementary school and a liberal arts college teacher education program are examined. Findings indicate that early field experiences within a partnership enhance teacher candidate learning.

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“…In shorter-term effects, the cooperating teacher essentially operates as a mentor to the student teacher (Snow-Gerono, 2009). The cooperating teacher often is the intermiderary between the university supervisor and the student teacher, sometimes even described as being a protector when that university supervisor-student teacher relationship is awkward, distant, or intimidating.…”

Section: Chapter One: Introductionmentioning

confidence: 99%

A Qualitative Study of Overseas Cooperating Teachers' Perceptions to Student Teachers' Experiences

Reilly¹

2012

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As the world becomes a closer-knit economic and academic community, teachers who have worked or completed their student teaching requirements overseas are sought after for their international experience and multicultural understanding. Previous research has explored the observations of overseas student teachers in order to understand better the classroom and foreign community experiences and to help develop overseas internship programs. In consideration of the important role cooperating teachers perform in the student teaching experience, this current research examined the inductive perceptions of cooperating teachers in order to corroborate and develop further what has been reported in student teacher studies. This research project applied qualitative methods to determine through the perspectives of cooperating teachers what elements of the student teachers' experiences led to a successful overseas internship experience.

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Voices Less Silenced: What Do Veteran Teachers Value in School–university Partnerships and Initial Teacher Preparation?

Cited by 12 publications

References 13 publications

Mentoring in an Urban Teacher Residency: Mentors' Perceptions of Yearlong Placements

Mentoring in an Urban Teacher Residency: Mentors' Perceptions of Yearlong Placements

Examining Elementary Teacher Candidate Learning Within Early Field Experiences in a Partnership

A Qualitative Study of Overseas Cooperating Teachers' Perceptions to Student Teachers' Experiences

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