Comparative Work Within the Context of Practicum Settings: A First Look at What Motivates and Challenges Cooperating Teachers from Five Countries
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The current study is set within a context of a larger research project which addresses a significant challenge in Teacher Education: the largely untutored and atheoretical approach to student-teacher mentoring in practicum settings. This “crisis” (Rubenstein in Edutopia 9, 2014) continues because student-teacher mentoring falls between the jurisdictional gap where, on the one hand, schools regard universities as the final arbiters of the B.Ed. degree and are reluctant to be unduly proactive in that domain (Russell and Russell in Prof Educ, 35, 16, 2011) and, on the other hand, universities see the schools as a threshold across which they step cautiously for fear of losing practicum placements.
KeywordsStudent Teacher Practitioner Inquiry Chinese Cohort Motivator Scale Motivator Item
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