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Team teaching during field experiences in teacher education: Exploring the assistant teaching model.

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Title: Team teaching during field experiences in teacher education: Exploring the assistant teaching model.
Authors: Baeten, Marlies1, Simons, Mathea1 mathea.simons@uantwerpen.be, Schelfhout, Wouter1, Pinxten, Rianne1,2
Source: European Journal of Teacher Education. Jul2018, Vol. 41 Issue 3, p377-397. 21p.
Subject Terms: *Student teachers, *Teacher-student relationships, *Teacher development, *Mentoring in education, *Teaching methods
Abstract: Teacher education institutes are in search of alternative models of field experiences, inspired by collaborative learning. This study examines team teaching. We focus upon the assistant teaching model, in which the student teacher assists the mentor during teaching. We investigate which assisting activities student teachers prefer, how student teachers and mentors experience these activities and the conditions for implementation they foresee. Data were gathered using activity reports, reflective documents and questionnaires. Results show that the preferred assisting activities mainly consist of guiding pupils during individual and team work and of teaching a part of a lesson in front of an entire class group. The assistant teaching model has both advantages (professional growth, …) and disadvantages (feelings of unfamiliarity, …) for the student teacher. Advantages and disadvantages have also been reported for mentors (support, high workload, …) and pupils (support, confusion, …). Finally, several conditions for successful implementation of the assistant teacher model are discussed. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd 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: Team teaching during field experiences in teacher education: Exploring the assistant teaching model.
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jul2018, Vol. 41 Issue 3, p377-397. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: Teacher education institutes are in search of alternative models of field experiences, inspired by collaborative learning. This study examines team teaching. We focus upon the assistant teaching model, in which the student teacher assists the mentor during teaching. We investigate which assisting activities student teachers prefer, how student teachers and mentors experience these activities and the conditions for implementation they foresee. Data were gathered using activity reports, reflective documents and questionnaires. Results show that the preferred assisting activities mainly consist of guiding pupils during individual and team work and of teaching a part of a lesson in front of an entire class group. The assistant teaching model has both advantages (professional growth, …) and disadvantages (feelings of unfamiliarity, …) for the student teacher. Advantages and disadvantages have also been reported for mentors (support, high workload, …) and pupils (support, confusion, …). Finally, several conditions for successful implementation of the assistant teacher model are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/02619768.2018.1448780
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        Text: English
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      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Teacher development
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      – SubjectFull: Mentoring in education
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      – SubjectFull: Teaching methods
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              Text: Jul2018
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