Advertisement

Comparative Work Within the Context of Practicum Settings: A First Look at What Motivates and Challenges Cooperating Teachers from Five Countries

  • Anthony ClarkeEmail author
  • John Collins
Chapter
Part of the New Frontiers of Educational Research book series (NFER)

Abstract

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.

Keywords

Student Teacher Practitioner Inquiry Chinese Cohort Motivator Scale Motivator Item 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Achinstein, B., & Athanases, S. (2006). Mentors in the making: Developing new leaders for new teachers. New York: Teachers’ College Press.Google Scholar
  2. Alexander, R. (2001). Border crossings: Towards a comparative pedagogy. Comparative Education, 37, 507–523.CrossRefGoogle Scholar
  3. Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81–98.Google Scholar
  4. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.CrossRefGoogle Scholar
  5. Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff, J. (2007). The effect of certification and preparation on teacher quality. Future of Children, 17(1), 45–68.CrossRefGoogle Scholar
  6. Bullough, R. V., & Draper, R. J. (2004). Mentoring and the emotions. Journal of Education for Teaching, 30(3), 271–288.CrossRefGoogle Scholar
  7. CTF (Canadian Teachers’ Federation). (2011). The voice of Canadian teachers on teaching and learning. Online, available: www.ctf-fce.ca/priorities/default.aspx?ArtID=1929&lang=EN&year=2011&index_id=65551. Retrieved September 10, 2012.
  8. Clarke, A. (2003, October). Characteristics of cooperating teachers. Canadian Journal of Education, 26(1), 237–256.Google Scholar
  9. Clarke, A., & Collins, J. (2004). Carl Glickman’s supervisory belief index: A cautionary note. Journal of Curriculum and Supervision, 20(1), 76–87.Google Scholar
  10. Clarke, A. (2012). Burgeo and back: Catching oneself in the act of being attentive to pedagogy. In A. Cohen (Ed.), Speaking of Teaching (pp. 55–62). New York: Sense Publishers.Google Scholar
  11. Clarke, A., Collins, J., Triggs, V., & Nielsen, W. (2012). The mentoring profile inventory: A professional development resource for cooperating teachers. Teaching Education.Google Scholar
  12. Clarke, A., Triggs, V., & Nielsen, W.S. (2014). Cooperating teacher participation in teacher education. Review of Educational Research (40 pages).Google Scholar
  13. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effetcs. Economics of Education Review, 26(6), 673–682.CrossRefGoogle Scholar
  14. Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173.CrossRefGoogle Scholar
  15. de Jong, T., & Ferguson-Hessler, M. (1996). Types and qualities of knowledge. Educational Psychologist, 31(2), 105–113.CrossRefGoogle Scholar
  16. Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26, 1219–1223.CrossRefGoogle Scholar
  17. Gareis, C., & Grant, L. (2014). The efficacy of training cooperating teachers. Teaching and Teacher Education, 39, 7–88. doi: 10.1016/j.tate.2014.07.007. Retrieved September 15, 2014.
  18. Glanz, J. (2000, Fall). Supervision for the millennium: A retrospective and prospective. Focus on Education, 44, 9–16.Google Scholar
  19. Green, B. (2009). Understanding and researching professional practice. Rotterdam: Sense.Google Scholar
  20. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers an Teaching: History and Practice, 6(2), 151–182.Google Scholar
  21. Hargreaves, A. (2001). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6(2), 151–182.CrossRefGoogle Scholar
  22. Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality, and student achievement. Journal of Public Economics, 95(7), 789–812.Google Scholar
  23. Hastings, W. (2005). Emotions and the practicum: The cooperating teachers’ perspective. Teachers and Teaching, 10(2), 135–148.CrossRefGoogle Scholar
  24. Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like, and how can we get one? Educational Researcher, 21(4), 3–15.CrossRefGoogle Scholar
  25. Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216.CrossRefGoogle Scholar
  26. Husserl, E. (1980). Phenomenology and the foundations of the sciences. Boston: Martinus Hijhoff Publishers (Original work published 1952).Google Scholar
  27. Ingersoll, R. M., & Kralick, J. M. (2004). The impact of mentoring on teacher retention: What the research says. Denver: Education Commission of the States.Google Scholar
  28. Kent, S. I. (2001). Supervision of student teachers: Practices of cooperating teachers prepared in a clinical supervision course. Journal of Curriculum and supervision, 16(3), 228–245.Google Scholar
  29. Lu, L., Wang, F., Ma, Y., Clarke, A, & Collins, J. (in press). A profile of Chinese cooperating teachers in a university-government-school practicum initiative. Asia Pacific Journal of Education.Google Scholar
  30. Rubenstein G. (2014). Confronting the crisis in teacher training: Innovative schools of education invent better ways to prepare educators for the classroom. Edutopia, 9(10). Available: http://www.edutopia.org/building-a-better-teacher. Retrieved September 30, 2014.
  31. Russell, M. L., & Russell, J. A. (2011). Mentoring relationships: Cooperating teachers’ perspectives on mentoring student interns. The Professional Educator, 35(2), 16–38.Google Scholar
  32. Sarason, S. (1996). Revisiting the culture of the school and the problem of change. New York: Teachers College Press.Google Scholar
  33. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.CrossRefGoogle Scholar
  34. Smith, K. (2005). Creating partnerships between teacher education institutions and the field: An international view with the emphasis on the Professional Development School (PDS) model for professional development. In M. Silberstein, M. Ben-Peretz, & N. Greenfeld (Eds.), New trends in teacher education: Partnerships between colleges and schools—The Israeli story (pp. 21–67). Tel Aviv, Israel: Mofet Institute.Google Scholar
  35. Smith, K. (2010). Assessing the practicum in teacher education: Do we want candidates and mentors to agree? Studies in Educational Evaluation, 36, 36–41.CrossRefGoogle Scholar
  36. Sweeny, B. (1994). A new teacher mentoring knowledge base. The Mentor Center. Online: http://www.mentors.net/library/knowl_base.php. Retrieved, August 10, 2014.
  37. Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and practice, 14(5,6), 531–542.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of British ColumbiaVancouverCanada

Personalised recommendations