Cooperating Teaching as a Professional Development Activity

Spencer, Trina

doi:10.1007/s11092-008-9057-8

Cited by 10 publications

(4 citation statements)

References 23 publications

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“…For example, Abramo and Reynolds (2015) recommended that all music educators be open to educational ideas that are new to them, experiment with diverse possibilities, and test uncertain ideas and solutions. In our study, despite the uncertainty, a fair number of cooperating teachers decided to help the preservice teachers in creating a class atmosphere for the 21st-century skills lessons, and finally realized the applicability of these skills in the music classroom (Spencer, 2007). While elements of the three themes can be found in conventional general music lessons, our data showed that when preservice teachers' field experiences were infused with 21stcentury skill activities, the need for adaptability, structure, and experimentation was accelerated and intensified.…”

Section: Discussionmentioning

confidence: 97%

Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities

Yoo

Kang

2021

Journal of Music Teacher Education

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The purpose of this study was to examine how preservice music teachers navigate 21st-century skills in their lesson planning and field experiences. Among the various skills, we focused on the Partnership for 21st Century learning and innovation skills. Over 8 weeks, 10 preservice music teachers designed lesson plans focused on creativity, critical thinking, communication, and collaboration, and peer taught their lessons in an elementary music methods class as well as in their field placements. Our data sources included participants’ post-field teaching self-evaluations and post-project reflective essays, as well as instructor and supervisor field notes and face-to-face participant interviews. Through the data analysis, we identified three central concepts: (a) Curriculum-as-lived: Teaching like improvising, (b) Balanced in-betweenness: Structure and freedom, and (c) Collective efforts: Stepping away from comfort zones.

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Section: Discussionmentioning

confidence: 97%

Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities

Yoo

Kang

2021

Journal of Music Teacher Education

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“…It is also possible that a teacher's performance after serving as a CT may be affected. Hosting a candidate could be a form of professional development for CTs (Spencer, 2007). By observing and providing feedback to a new teacher, or in engaging in planning and reflective conferences with Effects of Serving as a Cooperating Teacher them, CTs might sharpen their practice and become more effective teachers themselves.…”

Section: Possible Mechanisms For Impacting Performance In Future Yearsmentioning

confidence: 99%

“…We also contribute to the existing empirical base by testing whether serving as a CT affects teacher evaluations in years after mentoring a candidate. We investigate this, in part, because some existing literature suggests that mentoring can function like a form of professional development for the CT (Spencer, 2007). Finally, we test whether the effects of serving as a CT are concentrated among teachers who are more or less instructionally effective or among teachers who work at specific school levels (elementary, middle, secondary).…”

Section: Introductionmentioning

confidence: 99%

Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics

Ronfeldt

Bardelli

Brockman

et al. 2019

American Educational Research Journal

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Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique data set on over 4,500 CTs, we compare evaluation scores during years these teachers served as CTs with years they did not. In years they served as CTs, teachers had significantly better observation ratings and somewhat better achievement gains, though not always at significant levels. These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs.

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“…Fís/UEM, v. 25, n. 2, p. 309-321, 2. trim. 2014 BUSBY; MUPINGA, 2007;COEMAN;MITCHELL, 2000;DAMAR;GÜRSOY, 2011;DUFFIELD, 2006;GERVAIS;PORTELANCE, 2009;GLENN, 2006;GOODNOUGH et al, 2009;KAHAN, 2002;KILLIAN;WILKINS, 2009;KOÇ, 2011;LANDT, 2002;LU, 2010;McCULLICK, 2001;MURPHY, 2010;O'BRIAN;STONER;APPEL, 2007;RAJUAN;BEIJAARD;VERLOOP, 2007;SAĞ, 2008;SINCLAIR; DOWSON; THISTLETON-MARTIN, 2006;SPENCER, 2007;WESMER;WOODS, 2003). Com efeito, ao PC cabe as funções de monitorização e acompanhamento do estudante estagiário (EE).…”

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O perfil do professor cooperante no contexto da supervisão de estágio profissional: um estudo de revisão sistemática

2014

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RESUMOO presente estudo é uma revisão sistemática da literatura, cujo propósito foi cartografar a tipologia de estudos focados no professor cooperante. A pesquisa efectuou-se em bases de dados electrónicas (EBSCO e Digital Dissertations & Theses), retrospetivamente até ao ano de 2000. As palavras-chave utilizadas foram: "Cooperating Teacher", " Supervision", "Physical Education", "Preservice Teacher", "Teacher Trainers" e "University Supervisor". Foram incorporados 24 estudos, sendo que 22 são artigos peer review e 2 dissertações académicas. Na análise da informação utilizou-se a análise de conteúdo, com categorias estabelecidas a priori: foco do estudo, ano de publicação, local de publicação, instrumentos, objetivos e principais conclusões. Os resultados evidenciaram que o estabelecimento de relações interpessoais, a colaboração, a comunicação e o aconselhamento constante são características evidenciadas nos estudos, sendo que os papéis fundamentais atribuídos aos Professores Cooperantes foram o de mentor, confidente e moderador. A formação específica do Professor Cooperante para a função também foi focada. Palavras INTRODUÇÃOO estágio pedagógico, em contexto real de prática profissional, constitui uma peça fundamental da estrutura formal de socialização inicial na profissão de professor. É neste contexto que os candidatos à profissão vão passando de uma participação periférica para uma participação mais interna, mais ativa e mais e autónoma, orientada por um Professor Cooperante (professor residente que acompanha o estágio na escola), que os auxilia a integraremse no seio da comunidade docente e na escola, através de um processo, que se quer gradual e refletido, de imersão na cultura profissional e de configuração e reconfiguração das suas identidades profissionais (BATISTA; PEREIRA; GRAÇA, 2012). Numa concepção de aprendizagem situada, sustentada na metáfora da participação numa comunidade de prática (LAVE; WENGER, 1991), importa garantir aos estagiários as melhores condições para uma participação periférica legítima, que reclama por atividade realizadas, gradualmente, em autonomia crescente. É neste contexto que tem vindo a ser dada, cada vez mais, uma maior importância ao Professor Cooperante (PC) (ANDERSON, 2007;BELTON et al., 2010; No entanto, há que ter em conta que a orientação pedagógica é apenas uma das atividades do professor na sua atividade profissional, e com a diminuição do tempo disponível para a prática orientada e uma crescente exigência de profissionais cada vez mais eficientes e capazes, é urgente definir de forma mais precisa os seus papéis e características, aspeto ainda pouco consensual na literatura.Por conseguinte, é relevante examinar o modo como estas questões, relativas ao PC, estão a ser estudadas. Neste sentido, a presente pesquisa tem como objetivo perscrutar a tipologia dos estudos centrados na figura do PC e nos papéis que lhe estão inerentes. METODOLOGIADado tratar-se de uma revisão sistemática da literatura, ou seja, um estudo descritivo, bibliográfico e documental, a o...

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Cooperating Teaching as a Professional Development Activity

Cited by 10 publications

References 23 publications

Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities

Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities

Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics

O perfil do professor cooperante no contexto da supervisão de estágio profissional: um estudo de revisão sistemática

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