دورية أكاديمية
Cooperating Teacher Participation in Teacher Education: A Review of the Literature
| العنوان: | Cooperating Teacher Participation in Teacher Education: A Review of the Literature |
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| اللغة: | English |
| المؤلفون: | Clarke, Anthony, Triggs, Valerie, Nielsen, Wendy |
| المصدر: | Review of Educational Research. Jun 2014 84(2):163-202. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| تاريخ النشر: | 2014 |
| نوع الوثيقة: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Cooperating Teachers, Teacher Participation, Teacher Education, Educational Research, Literature Reviews, Classification, Teacher Role, Feedback (Response), Student Teacher Evaluation, Summative Evaluation, Mentors, Modeling (Psychology), Reflective Teaching, Interpersonal Relationship, Socialization, Professional Development, Change |
| DOI: | 10.3102/0034654313499618 |
| تدمد: | 0034-6543 |
| مستخلص: | Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa's typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers. |
| Abstractor: | As Provided |
| Number of References: | 175 |
| Entry Date: | 2014 |
| رقم الأكسشن: | EJ1025238 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0034-6543 |
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| DOI: | 10.3102/0034654313499618 |