Once a Student, Now a Mentor: Preparing to Be a Cooperating Teacher

Maltas, Carla Jo; McCarty-Clair, June

doi:10.1177/002743210609300220

Cited by 3 publications

(5 citation statements)

References 4 publications

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“…Maltas and McCarty-Clair (2006) described steps for how to become more effective cooperating music teachers in an ensemble class setting. The authors suggested that cooperating teachers need to establish positive relationships with student teachers as the first step before co-teaching began.…”

Section: Mentoring Music Student Teachers Within a Co-teaching Contextmentioning

confidence: 99%

Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review

Kim

2019

Update: Applications of Research in Music Education

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The purpose of this literature review is to examine music education research concerning the emerging practice of co-teaching between cooperating music teachers and student teachers, and to understand the benefits of co-teaching for both. The review is organized into two sections: (a) how cooperating music teachers and student teachers view their co-teaching experiences and (b) how cooperating music teachers mentor student teachers in a co-teaching model. Co-teaching during student teaching can occur successfully through cooperating teachers’ willingness to facilitate the co-teaching process, student teachers’ reflective practice with cooperating teachers and careful sequencing in teaching opportunities, and co-teachers’ engagement in daily communication activities. Music education researchers should continue to examine various topics related to implementing a co-teaching model in student teaching. This article will provide current P–12 music teachers with successful co-teaching examples and suggestions for applications in music classrooms.

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Section: Mentoring Music Student Teachers Within a Co-teaching Contextmentioning

confidence: 99%

Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review

Kim

2019

Update: Applications of Research in Music Education

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Section: News Launch Teacher Education Review)mentioning

confidence: 77%

“…This study was foundational to the several studies that took place in the 1990s and 2000s (Maltas & McCarty-Clair, 2006;McCann, 2012;Rajuan et al, 2007). Throughout several studies, the cooperating teachers listed their reasons for mentorship such as: professional obligation, having a new face in the classroom, and some assume the role of cooperating-teacher as professional commitment, and; later, they continue to embrace the role because of the professional growth they experience (Maltas & McCarty-Clair, 2006;McCann, 2012;Rajuan et al, 2007Rajuan et al, , 2010. Others reported that they derived no professional development associated with being a cooperating-teacher but thought the classroom experience was an essential event in teacher preparation, and participated in the clinical process to help the aspiring teacher (Larson, 2005;McCann, 2012;Russell & Russell, 2011).…”

Section: Factors Found In the Literaturementioning

confidence: 84%

“…In 1982 Stout, surveyed secondary teachers to determine why teachers welcomed teacher candidates to practice in their classroom. This study was foundational to the several studies that took place in the 1990s and 2000s (Maltas & McCarty-Clair, 2006;McCann, 2012;Rajuan et al, 2007). Throughout several studies, the cooperating teachers listed their reasons for mentorship such as: professional obligation, having a new face in the classroom, and some assume the role of cooperating-teacher as professional commitment, and; later, they continue to embrace the role because of the professional growth they experience (Maltas & McCarty-Clair, 2006;McCann, 2012;Rajuan et al, 2007Rajuan et al, , 2010.…”

Section: Factors Found In the Literaturementioning

confidence: 91%

“…Conversely, they embrace the mentorship role because of the professional growth they experience (Maltas & McCarty-Clair, 2006;McCann, 2012;Rajuan et al, 2007Rajuan et al, , 2010. Others reported that they derived professional development, thought the classroom experience was an essential event in teacher preparation, and participated in the clinical process to help the aspiring teacher (Larson, 2005;McCann, 2012;Melody & Jared, 2011; "Turning Into Teachers:…”

Section: News Launch Teacher Education Review)mentioning

confidence: 99%

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Factors that influence clinical placements for teacher candidates

James

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Factors that influence clinical placements for teacher candidates Kristi M. James In 2010, President Barack Obama's administration committed to reevaluate funding streams for No Child Left Behind (NCLB). This effort supported state and local initiatives designed to strengthen teacher quality. While a number of studies have examined preparation programs, candidate efficacy, and even candidate induction and attrition; few studies have sufficiently documented the factors that influence cooperating teachers' decision to mentor teacher candidates. This descriptive study identified in-service teachers' perceptions of the challenges and benefits to mentoring teacher candidates, investigated these perceptions across specific demographic aspects, and school designation (PDS or NON-PDS). Using the Teacher Perceptions questionnaire, the researcher collected data from in-service teachers. In addition to exploring the challenges and benefits of mentoring teacher candidates from the perspective of inservice teachers, this study also examined the effect of limited clinical placements on teacher preparation programs. Findings from this study indicated that even though the majority of teachers surveyed believe that mentoring teacher candidates is a professional obligation. Even though doing so adds to the already heavy load of classroom teaching. There was no significant relationship between gender, size of institution, level of education, and years of teaching experience. This study provided a snapshot of teacher perceptions in the eastern Mid-Atlantic region of the United States, adds to the available information on teacher candidate placements and clinical experiences, and provides insights for future research.

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Preservice Teacher Mentoring as Development for Teacher Instructional Leadership

Law¹

2013

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Once a Student, Now a Mentor: Preparing to Be a Cooperating Teacher

Cited by 3 publications

References 4 publications

Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review

Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review

Factors that influence clinical placements for teacher candidates

Preservice Teacher Mentoring as Development for Teacher Instructional Leadership

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