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

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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]
Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching.
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  Data: <searchLink fieldCode="AR" term="%22Baeten%2C+Marlies%22">Baeten, Marlies</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Simons%2C+Mathea%22">Simons, Mathea</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Teaching+%26+Learning+in+Higher+Education%22">International Journal of Teaching & Learning in Higher Education</searchLink>. 2016, Vol. 28 Issue 1, p38-51. 14p. 1 Diagram, 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation+management%22">Innovation management</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=116952411
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        Text: English
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        PageCount: 14
        StartPage: 38
    Subjects:
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Teacher-student communication
        Type: general
      – SubjectFull: Teaching
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      – SubjectFull: Mentors
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      – SubjectFull: Higher education
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      – SubjectFull: Innovation management
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      – TitleFull: Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching.
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              Text: 2016
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