Teacher Preferences for Training and Compensation for Field Supervision

Korinek, Lori

doi:10.1177/002248718904000610

Cited by 15 publications

(27 citation statements)

References 8 publications

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“…Orland (2001) concluded in her study of mentor teachers as teacher educators, 'learning to become a mentor is a conscious process … and does not emerge naturally from being a good teacher' (75). In Korinek's (1989) study, cooperating teachers reported that they would like more preparation for supervision. Teachers who have been trained 'provided a more stable field experience, more specific feedback, and a more positive affective experience' (Wheeler 1989, cited in Guyton andMcIntyre 1990, 520).…”

Section: Discussionmentioning

confidence: 99%

An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience

Akcan

Tatar

2010

Teacher Development

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This study seeks to understand how university supervisors and cooperating teachers approach giving feedback during the practice teaching experience to preservice English language teachers and the nature of feedback they give through post-lesson conferences and written evaluations. The data for the study come from field notes of classroom observations, post-lesson conferences between student teachers and university supervisors, and student teachers and cooperating teachers, written evaluation sheets and documents. The findings indicated that the university supervisors encouraged reflection during their post-lesson conferences and helped the student teachers to evaluate their lessons more critically. The cooperating teachers' feedback was found to be more situation specific by focusing on certain instances about the classroom. This study also discussed different modes of giving feedback (oral feedback through post-lesson conferences and written feedback through evaluation sheets) to teacher candidates during practice teaching. Finally, this study makes suggestions for the supervisors and cooperating teachers about providing constructive feedback for the student teachers during practice teaching.

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Section: Discussionmentioning

confidence: 99%

An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience

Akcan

Tatar

2010

Teacher Development

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“…This knowledge base goes beyond "being a friend"; it requires that a mentor-mentee relationship develops -a trust relationship that focuses on learning about teaching and learning. Cooperating teachers appear to have the greatest influence on a student teacher's professional development (Guyton, 1989;Karmas & Jacko, 1977;Korinek, 1989;McIntyre, 1984), yet they are generally unprepared for the task of supervision (Grimmitt & Ratzlaff, 1986;Lewis, 1990).…”

Section: Supervision Training For Mentoringmentioning

confidence: 99%

Mentor or Tormentor: The Role of the Cooperating Teacher in Student Teacher Success or Failure

Sudzina

Giebelhaus

Coolican

1997

Action in Teacher Education

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“…According to Kornick (1989), cooperating teachers take on student teachers for a variety of reasons. Many feel a sense of professional obligation and see the opportunity as a chance to revitalize their teaching.…”

Section: Literature On Failure In Education Practicumsmentioning

confidence: 99%

Failure to Fail in a Final Pre-service Teaching Practicum

et al. 2015

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This article presents a Canadian perspective on the issue of failure to fail in Bachelor of Education programs. The issue of failure to fail in Bachelor of Education programs is one that had not been explored in any great detail. What literature does exist focuses on the strain that a teacher experiences when s/he mentors a student teacher (Siebert, Clark, Kilbridge, & Peterson, 2006) and the wide variety of situations that can result in failure (Sudzina & Knowles, 1992). This study examines whether the issue of failure to fail in final pre-service practica exist and, if so, why? Twelve interviews were conducted at a mid-sized Canadian university in Ontario with university supervisors and associate teachers on the topic of teacher candidate failure during the final teaching practicum. All participants had experience with teacher candidates struggling during practicum. Faculty commented on their supervision of student teachers in Ontario, other provinces in Canada, and the United States. Results indicate that both university supervisors and associate teachers find the decision to fail a student teacher difficult, taking an emotional toll on both the supervisor and the student. University faculty report the decision to fail results in additional work for the faculty responsible; however, failure to fail an underperforming student teacher could diminish the reputation of professional programs. Associate teachers feel a sense of betrayal when their recommendations to fail an under-performing student are not followed by the university. These findings have implications for improving the quality of field experiences and support for students, associate teachers, and faculty in Bachelor of Education programs. Cet article présente une perspective canadienne sur le fait qu’il n’y a pas d’échecs dans les programmes de baccalauréat en éducation. Cette absence d’échecs dans les programmes de baccalauréat en éducation n’a jamais été explorée en détails. La documentation qui existe se concentre sur la pression ressentie par les enseignants quand ils dirigent les étudiants à l’enseignement (Siebert, Clark, Kilbridge & Peterson, 2006) et sur la grande variété de situations qui peuvent mener à l’échec (Sudzina & Knowles, 1992). Cette étude examine la question de savoir si l’absence d’échecs lors des derniers stages pratiques d’initiation existe et si oui, pourquoi. Douze entrevues ont été menées dans une université canadienne de taille moyenne en Ontario avec des superviseurs universitaires et des enseignants associés sur la question de l’échec des étudiants à l’enseignement lors du dernier stage pratique d’enseignement. Tous les participants ont eu l’occasion de constater des difficultés éprouvées par les candidats à l’enseignement durant le stage pratique. Les professeurs ont fait des commentaires sur leur supervision d’étudiants à l’enseignement en Ontario, dans d’autres provinces du Canada et aux États-Unis. Les résultats indiquent qu’à la fois les superviseurs universitaires et les enseignants associés trouvent que la décision de faire échouer un étudiant à l’enseignement est difficile et qu’elle peut entraîner des conséquences émotionnelles à la fois pour le superviseur et pour l’étudiant. Les professeurs d’université rapportent que la décision de faire échouer un candidat crée du travail supplémentaire pour le professeur responsable; toutefois, le fait de ne pas faire échouer un étudiant dont le travail ne donne pas satisfaction pourrait faire baisser la réputation des programmes professionnels. Les enseignants associés se sentent trahis quand leurs recommandations de faire échouer un étudiant dont le travail n’est pas satisfaisant ne sont pas prises en compte par l’université. Ces résultats ont des implications qui pourraient améliorer la qualité du travail sur le terrain et le soutien apporté aux étudiants, aux enseignants associés et aux professeurs qui enseignent dans des programmes de baccalauréat en éducation.

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Teacher Preferences for Training and Compensation for Field Supervision

Cited by 15 publications

References 8 publications

An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience

An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience

Mentor or Tormentor: The Role of the Cooperating Teacher in Student Teacher Success or Failure

Failure to Fail in a Final Pre-service Teaching Practicum

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