Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching.

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Bibliographic Details
Title:	Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching.
Authors:	Baeten, Marlies¹, Simons, Mathea¹
Source:	International Journal of Teaching & Learning in Higher Education. 2016, Vol. 28 Issue 1, p38-51. 14p. 1 Diagram, 1 Chart.
Subject Terms:	Teacher education, Teacher-student communication, Teaching, Mentors, *Higher education, Innovation management
Abstract:	This study investigates team teaching between student teachers and mentors during student teachers' field experiences. A systematic literature search was conducted, which resulted into a narrative review. Three team teaching models could be distinguished: (1) the co-planning and co-evaluation model, (2) the assistant teaching model, and (3) the teaming model. Implementing these models during student teachers' field experiences shows benefits for student teachers (e.g., support and professional and personal growth), mentors (e.g., professional and personal growth), and learners in the classroom (e.g., few disciplinary problems and a wide variety of teaching styles). However, disadvantages were found as well. Finally, suggestions for a successful implementation of team teaching were made. By providing an overview of the literature on team teaching between student teachers and mentors, this study contributes to theory development about team teaching. Moreover, it may inspire teacher educators to implement team teaching. Our study may also inspire other higher education programs in which field experiences are essential. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigates team teaching between student teachers and mentors during student teachers' field experiences. A systematic literature search was conducted, which resulted into a narrative review. Three team teaching models could be distinguished: (1) the co-planning and co-evaluation model, (2) the assistant teaching model, and (3) the teaming model. Implementing these models during student teachers' field experiences shows benefits for student teachers (e.g., support and professional and personal growth), mentors (e.g., professional and personal growth), and learners in the classroom (e.g., few disciplinary problems and a wide variety of teaching styles). However, disadvantages were found as well. Finally, suggestions for a successful implementation of team teaching were made. By providing an overview of the literature on team teaching between student teachers and mentors, this study contributes to theory development about team teaching. Moreover, it may inspire teacher educators to implement team teaching. Our study may also inspire other higher education programs in which field experiences are essential. [ABSTRACT FROM AUTHOR]
ISSN:	18129129