Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness?
Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness?
复制标题
作为榜样和教练的合作教师：是什么导致了实习教师对准备的看法？
DOI：
10.1177/0022487118791992
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发表时间：
2018
影响因子：
3.9
通讯作者：
Stacey L. Brockman
中科院分区：
文献类型：
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作者：
Kavita Kapadia Matsko;Matthew Ronfeldt;H. Nolan;J. Klugman;Michelle Reininger;Stacey L. Brockman
本研究利用 2014-2015 年芝加哥公立学校合作教师 (CT) 及其职前学生教师 (PST) 的调查和管理数据，深入研究了有关 CT 在学生教学过程中如何发挥指导作用的报告，以及他们对 PST 的影响。我们的样本包括来自 44 个教师培训机构的与 PST 合作的 CT。我们分析的核心是探索 CT 作为有效指导的模型和 PST 发展的辅助教练。我们发现，CT 的两个角色都很重要——当 CT 通过提供更多的教学支持、频繁且充分的反馈、协作活动、求职支持以及自主与鼓励的平衡来示范有效的指导和指导时，PST 会感觉自己为教学做好了更好的准备。
Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as both models of effective instruction and as facilitative coaches on PST development. We find that both CT roles matter—PSTs feel better prepared to teach when their CTs model effective instruction and coach by providing more instructional support, frequent and adequate feedback, collaborative activity, job-search support, and a balance of autonomy and encouragement.