A survey of world language cooperating teachers: Implications for teacher development

Abstract

In an era of long‐standing world language teacher shortages, the preservice mentoring process has become even more critical. Using data from a national survey, this study provides a profile of PreK–12 world language cooperating teachers (CTs) and shares their beliefs about and perspectives on the teacher candidates with whom they work, their interactions with postsecondary stakeholders, their reasons for serving as CTs, and the challenges that inhibit the smooth and meaningful induction of new colleagues into the profession. Implications highlight opportunities for reform in world language teacher development.

Recruitment and retention of world language teacher education majors: Perspectives of teacher candidates and alumni to remedy a global shortage

“…To further inspire and motivate this new generation of learners, researchers in higher education teaching and learning recommend that educators show their passion for their disciplines (Bain, 2004; Cavanagh, 2016). This recommendation aligns with a recent nationwide study conducted by Moser et al (2019) where they discovered that cooperating WL teachers (82%, n = 233) decided to become mentors of teacher candidates because they desired to set the standards high for the next generation of WL teachers, charging them with “the responsibility to improve WL education” (p. 880).…”

“…Kissau et al (2019) also found that WL teacher education candidates, regardless of their age, expressed a desire to inspire and influence their future students positively. These participants seemed to accept the mission of WL in-service teachers mentioned by Moser et al (2019) to improve and even transform WL education.…”

“…Researchers have cited several factors for the shortage of US WL teachers including increased student enrollments, teacher retirements, teacher attrition, legislation, negative perceptions of the profession, increased accountability for teacher education programs, and increased testing for WL education majors (Ingersoll & May, 2016;Ingersoll et al, 2014;Kearney et al, 2018;Moser et al, 2019;Swanson & Mason, 2018;Swanson, 2010Swanson, , 2012. The American Association for Employment in Education (AAEE) (2020) reported that WL education is a field experiencing "some" to "considerable" shortage, depending on the language (pp.…”

Preservice Spanish teachers analyze a nonexemplary lesson: Critical reflection in teacher preparation

“…Giboney Wall (2016) refers to helping preservice teachers "make the invisible visible" through critical reflection. Positive models of standards-based teaching (García et al, 2019), observations of successful educators (Moser et al, 2019), and deconstruction of high-leverage teaching practices for novice teachers (Zhai, 2019) answer that call by highlighting particular teaching practices worthy of emulation. The premise of the present study is that certain elements of nonexemplary teaching may also be invisible to preservice teachers.…”

“…In some cases, that exposure comes through live classroom experience with mentor teachers who "model 21st century standards-based instruction" (García et al, 2019;p. 174) and "have demonstrated success as educators" (Moser et al, 2019;p. 884).…”