Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance?
Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance?
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合作教师的教学效果能否提高职前教师的未来表现？
DOI：
10.3102/0013189x18782906
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发表时间：
2017
影响因子：
8.2
通讯作者：
Shanyce L. Campbell
中科院分区：
文献类型：
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作者：
Matthew Ronfeldt;Stacey L. Brockman;Shanyce L. Campbell
各州和教师教育计划越来越多地制定合作教师 (CT) 经验或任期的最低要求。这些政策的基础是一个假设，即为了有效指导职前教师 (PST)，CT 本身必须具有教学效果。我们使用全州范围内由 3,200 多名 CT 指导的近 2,900 个 PST 的管理数据来检验这一假设。我们发现了我们所知道的第一个证据，即当 PST 学会与教学效果更好的 CT 一起教学时，他们的教学效果会更高。具体来说，当他们的 CT 获得更高的观察评分和学生成绩衡量 (VAM) 附加值时，PST 在教学的第一年也获得更高的观察评分和 VAM；然而，CT 多年的教学经验大多与这些结果无关。这些发现对教师教育项目领导者和政策制定者具有影响，他们寻求招募 CT 并为 CT 设定要求，因为他们更有可能支持 PST 未来的教学效果。
Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers (PSTs), CTs must themselves be instructionally effective. We test this assumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs. We find the first evidence, of which we are aware, that PSTs are more instructionally effective when they learn to teach with CTs who are more instructionally effective. Specifically, when their CTs received higher observational ratings and value-added to students’ achievement measures (VAMs), PSTs also received higher observational ratings and VAM during their first years of teaching; CTs’ years of teaching experience, though, were mostly unrelated to these outcomes. These findings have implications for teacher education program leaders and policymakers who seek to recruit and set requirements for CTs who are more likely to support PSTs’ future instructional effectiveness.