Selecting placement sites for student teachers and pre‐student teachers: Six considerations

Potthoff, Dennis; Alley, Robert

doi:10.1080/08878739609555135

Cited by 8 publications

(2 citation statements)

References 18 publications

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“…One of the most essential components of teacher training is real-time teaching experiences. These experiences, often called field experiences, include authentic contexts where pre-service teachers implement the theory of teaching [32] and are some of the most influential aspects of a teacher's preparation [33]. Through field experiences (also called "practicum", "student teaching", "internships", and "fieldwork"), pre-service teachers can observe a skilled mentor using effective practices, develop course-to-field connections, engage and collaborate with other educators, and implement instructional strategies they have learned in coursework [32,34,35].…”

Section: Teacher Trainingmentioning

confidence: 99%

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention

et al. 2023

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As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabilities during mealtimes. This study examined the effects of the implementation of Snack Talk on increasing teacher engagement in conversation with five preschool children with autism during mealtimes in an EIBI classroom setting. A reversal design was used to analyze the relationship between Snack Talk and teacher conversational engagement with children. Results of this study demonstrated that implementation of Snack Talk increased instances of teacher engagement in conversation with children compared to baseline phases, demonstrating the promise of this intervention supporting students’ different levels of support needs in inclusive, blended settings. A functional relationship has been established between baseline and intervention phases and generalization. Limitations and directions for further research are discussed.

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Section: Teacher Trainingmentioning

confidence: 99%

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention

et al. 2023

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“…Mentor teachers play an influential role in student teachers' learning, facilitating student teachers' interactions with students and providing feedback about those interactions (Grossman, 2010). However, not all student teaching experiences result in positive outcomes for novice teachers (Moore, 2000;Potthoff and Alley, 1996). As Grossman (2010) cautions, "The quality of clinical experience depends heavily on the kind of coaching, supervision, and support prospective teachers receive as they develop their practice" (p. 5).…”

mentioning

confidence: 99%

Reflections from the room where it happens: examining mentoring in the moment

Marciano

Farver

Guenther

et al. 2019

Intl Jnl of Ment & Coach in Ed

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Purpose -Mentor teachers are tasked with supporting the professional development of student teachers. Yet, little is known about the mentoring practices they enact in the moment during classroom instruction. The purpose of this paper is to examine mentoring that happens in the moment, extending Schwille's (2008) notion of mentoring "inside the action" of teaching (p. 156), and conceptualize mentoring in the moment as educative mentoring. Design/methodology/approach -This paper shares findings of a qualitative case study, foregrounding the perspectives of a mentor teacher and a student teacher who audio-recorded conversations about what they considered to be instances of mentoring in the moment that took place earlier that day. Conversations were transcribed and analyzed through a process of iterative coding. Findings -Mentoring in the moment occurred when the mentor teacher and student teacher made decisions about whether and how to adjust course during lessons to better support student learning; and highlighted strengths and recognized weaknesses across multiple and distinct moments. In addition to demonstrating in action examples of modeling, transparent decision-making and taking the stance of a learner, participants exhibited unique characteristics that enable educative learning to occur. Specifically, they demonstrated: flexibility; humility; and a desire to learn and improve. Originality/value -The findings build upon the existing research about educative mentoring, mentoring inside the action and mentor teacher characteristics, contributing to a more robust definition of mentoring in the moment.

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Families as Mentors: Preparing Teachers to Partner with Culturally and Linguistically Diverse Families

Gauvreau

Beneke

Sandall

2019

Advancing Inclusive and Special Education in the Asia-Pacific

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Selecting placement sites for student teachers and pre‐student teachers: Six considerations

Cited by 8 publications

References 18 publications

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention

Reflections from the room where it happens: examining mentoring in the moment

Families as Mentors: Preparing Teachers to Partner with Culturally and Linguistically Diverse Families

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