Beyond Traditional Structures of Student Teaching.
Beyond Traditional Structures of Student Teaching.
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超越传统的学生教学结构。
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Kenneth M. Zeichner
中科院分区：
文献类型：
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作者：
Kenneth M. Zeichner
In this set of papers, we have an analysis and discussion of many issues concerning student teacher learning during the practicum. These papers represent a variety of contexts: preservice programs at New York University (NYU), Mills College, and Roosevelt University (all relatively small programs), and the University of Haifa. The papers also represent a variety of methodologies that have been used to address the question of what makes a good placement setting: surveys of student teachers, cooperating teachers, and university supervisors; interviews with mentors and preservice and inservice teachers; and analyses of student teacher journals. On the one hand, I agree with much of what is asserted in the papers: (1) Student teaching is a critical aspect of preservice teacher education and cooperating teachers are key participants in determining the quality of learning for student teachers. (2) Being a good cooperating teacher is important but is not synonymous with being a good teacher. Being a good cooperating teacher is more than providing access to a classroom or modeling a particular version I of good practice. It involves active mentoring. (3) Ken Zeichner is a Learning to be a good mentor is a complex and professor with the demanding process. (4) The quality of human rela College of Education at tionships is important to the making of a good the University of student teaching placement. Specifically, the impor Wisconsin-Madison, tance of a safe and supportive environment where Madison, Wisconsin. student teachers feel able to take risks and explore
