Professional Development of Middle and Secondary Level Educators in the Role of Cooperating Teacher

Landt, Susan M.

doi:10.1080/01626620.2004.10463315

Cited by 12 publications

(10 citation statements)

References 8 publications

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“…Nevertheless, the finding revealed that cooperating teachers do not seriously believe in the role of mentoring for their own professional development. This belief of cooperating teachers contrasts with Sandholtz and Wasserman (2001) and Landt (2004) who in their studies found that cooperating teachers evidenced an improvement in their own teaching, and they credited their work as a mentor.…”

Section: Grand Meanmentioning

confidence: 78%

Cooperating Teachers’ Knowledge, Belief and Commitment to Their Mentoring Role of PGDT (Post Graduate Diploma in Teaching) Trainees: The Case of Cooperating Teachers in Bahir Dar City, Ethiopia

Melkamu¹

2019

JCSD

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The purpose of this study was to investigate cooperating teachers' knowledge, beliefs and commitment of mentoring PGDT trainees of Bahir Dar University. Adopting descriptive survey design, the study took 43 cooperating teachers using stratified random sampling procedure. The findings indicated that cooperating teachers had adequate knowledge of the goals and processes of mentoring but have limited belief in the impact of mentoring on the professional disposition of student-teachers. Furthermore, the result revealed that cooperating teachers did not view mentoring as an opportunity for professional development. Consequently, the situation requires that cooperating teachers need tailored training on mentoring and the need for consolidating the collaboration between university tutors and cooperating teachers was suggested as possible recommendations.

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Section: Grand Meanmentioning

confidence: 78%

Cooperating Teachers’ Knowledge, Belief and Commitment to Their Mentoring Role of PGDT (Post Graduate Diploma in Teaching) Trainees: The Case of Cooperating Teachers in Bahir Dar City, Ethiopia

Melkamu¹

2019

JCSD

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“…A small number of studies focus on the reverse effectwhat cooperating teachers might gain from mentoring teachers-in-training. These studies suggest that cooperating teachers can develop and improve their own practices from working with preservice teachers (Landt, 2004), and that knowledge can be transferred from preservice teachers to cooperating teachers (Kiraz, 2004). Cooperating teachers name benefits such as the time freed up by having another adult in the classroom, which allows them to observe their own pupils in class, as well as being exposed to new and alternative teaching methods and strategies (Kiraz, 2004, p. 78-82).…”

Section: The Influence Of Preservice Teachers On Cooperating Teachersmentioning

confidence: 99%

“…They also felt that the Norwegian students were rather impressed by the results of the Indian methods, for instance the level of literacy in very young children. Landt (2004) and Kiraz (2004) both argue that knowledge transfer from student to mentor can take place in teaching placements, but that placements leading to actual changes in teaching practices are less prevalent. It could seem that this is also the case in our sample.…”

Section: Capacity Buildingmentioning

confidence: 99%

Outcomes from international teaching placements – what’s in it for the receiving side? A case of Norwegian preservice teachers in Indian schools

Aamaas

Nodeland

Duesund

2019

Asia-Pacific Journal of Teacher Education

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International teaching placements are offered to students in many Initial Teacher Education institutions. The outcomes for preservice teachers in these international settings are widely researched and debated, but few studies focus on the experience of the receiving side. This article investigates outcomes for Indian cooperating teachers in eight schools after receiving cohorts of Norwegian preservice teachers on placement over a period of twenty years.Through an analysis of qualitative research interviews with twenty-one Indian teachers, the article explores how a host community perceives and assesses its outcomes from the placements. The article finds that the teachers view their outcomes mainly in terms of exposure to new and different pedagogical methods, and as personal enrichment through encountering a foreign culture. The impact on pedagogical practices or school culture however, seems to be minimal due to systemic differences and barriers.

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“…These studies indicated that CTs benefited through increased communication with other education professionals, development of new teaching ideas, and increased time for their own curriculum development. More recent studies indicate similar results about the positive professional impact for CTs (Landt, 2004;Shroyer et al, 2007). CTs in traditional student teaching models also experienced professional benefits as a result of engaging with the student teaching process (Arnold, 2002;Ganser, 1996;Ganser & Wham, 1998;Weasmer & Woods, 2003).…”

Section: Overviewmentioning

confidence: 61%

Voices Of Cooperating Teachers: Comparing Experiences Of Professional Development School And Traditional Student Teaching Models

Bruemmer¹

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Further research also needs to examine the practitioner expertise held by the CT as a potential source of knowledge to inform the teacher preparation process. Specifically, it is important to understand the experience of CTs as they engage with the student teaching process. Additionally, to promote professional advancement for CTs, research needs to examine the effects of hosting a ST on the CTs' attitudes, teaching strategies, and participation in the organization and implementation of the student teaching process. This knowledge can inform the university community and future CTs. This research can be enhanced further through examining the differences between two different student teaching models: traditional and Professional Development School teacher preparation models. Statement of the Problem Despite their significant role and impact on the student teaching process, the experience of and impact on CTs has not been thoroughly investigated. Some studies indicated that CTs experience positive professional outcomes as a result of working in the Professional

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Professional Development of Middle and Secondary Level Educators in the Role of Cooperating Teacher

Cited by 12 publications

References 8 publications

Cooperating Teachers’ Knowledge, Belief and Commitment to Their Mentoring Role of PGDT (Post Graduate Diploma in Teaching) Trainees: The Case of Cooperating Teachers in Bahir Dar City, Ethiopia

Cooperating Teachers’ Knowledge, Belief and Commitment to Their Mentoring Role of PGDT (Post Graduate Diploma in Teaching) Trainees: The Case of Cooperating Teachers in Bahir Dar City, Ethiopia

Outcomes from international teaching placements – what’s in it for the receiving side? A case of Norwegian preservice teachers in Indian schools

Voices Of Cooperating Teachers: Comparing Experiences Of Professional Development School And Traditional Student Teaching Models

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