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| Autor/in | Allen, Tina L. |
|---|---|
| Titel | An Examination of the Perceptions of Cooperating Teachers and Teacher Candidates Regarding the Initial Implementation of a Co-Teaching Model with Student Teaching at a Northern Louisiana University |
| Quelle | (2013), (99 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Louisiana at Monroe |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3035-3401-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Team Teaching; Student Teaching; Academic Achievement; Preservice Teachers; Student Teacher Supervisors; Teacher Attitudes; Teacher Educators; Small Group Instruction; Instructional Effectiveness; Models; Curriculum Implementation; Louisiana |
| Abstract | Since Louisiana now requires 50% of yearly evaluations of classroom teachers be based on student achievement, cooperating teachers who regularly supervise teacher candidates for a northern Louisiana university have become hesitant to accept teacher candidates into their classrooms. Other universities in Louisiana and across the United States have received similar responses. In order to address this hesitancy, teacher education programs must explore alternative ways to provide the classroom experience critical to the preparation of future teachers. Research indicates that a co-teaching model with student teaching can have a positive impact on student achievement and provide benefits to teacher candidates and cooperating teachers. Prior to the Fall 2012 semester, five cooperating teachers who volunteered to participate in an initial implementation of a co-teaching model with student teaching and the teacher candidates assigned to them attended a training on the co-teaching model of student teaching. These participants then implemented the model during the semester and were interviewed at the end of the semester to determine their impressions of the model. Overall impressions were positive, with only one cooperating teacher saying she would not use it again. Most cooperating teachers agreed the opportunity to provide differentiated activities and small group instruction was a major advantage. Teacher candidates also felt the model was effective at providing increased opportunities to be involved in the classroom and to practice the skills needed for future success. The time needed to co-plan was identified as the major challenge by both. It was concluded that the benefits of the model can reduce the hesitancy of cooperating teachers to allow teacher candidates into their classroom; however, the training and implementation process in this study should be refined before future implementation. The importance of providing opportunities for teacher candidates to develop and study their practice by using what they know and spending time in classrooms with expert clinical educators is widely acknowledged. An effective student teaching model that is not seen by cooperating teachers as having the potential for a negative impact on student achievement resulting in an ineffective yearly evaluation rating for the cooperating teacher is essential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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