“I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS.
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| Title: | “I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS. |
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| Authors: | Lesley, MellineeK.1 (AUTHOR) mellinee.lesley@ttu.edu, Hamman, Doug1 (AUTHOR), Olivarez, Arturo1 (AUTHOR), Button, Kathryn1 (AUTHOR), Griffith, Robin2 (AUTHOR) |
| Source: | Teacher Educator. Winter2009, Vol. 44 Issue 1, p40-55. 16p. |
| Subject Terms: | *Reading, *Student teachers, *Teachers, *Content analysis, *Interaction analysis in education, *Learning |
| Abstract: | This research is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. As the basis for the study, the authors analyzed interaction patterns through conducting content analysis (Van Sluys, Lewison, & Seely Flint, 2006) and discourse analysis (Gee, 2005) over semi-structured interviews (Seidman, 2006) focused around learning to teach reading. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed the interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers. The authors also conducted a cross-comparison analysis of the similarity in reporting between each partner to examine the extent to which the pairs corroborated one another's perceptions. Findings for the study include high levels of imitative interaction between cooperating teachers and student teachers in areas of reading assessment and grouping children for reading instruction. Interaction deemed to be guided and scaffolded in nature occurred less frequently overall. [ABSTRACT FROM AUTHOR] |
| Copyright of Teacher Educator 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 35994197 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: “I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lesley%2C+MellineeK%2E%22">Lesley, MellineeK.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mellinee.lesley@ttu.edu</i><br /><searchLink fieldCode="AR" term="%22Hamman%2C+Doug%22">Hamman, Doug</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Olivarez%2C+Arturo%22">Olivarez, Arturo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Button%2C+Kathryn%22">Button, Kathryn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Griffith%2C+Robin%22">Griffith, Robin</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Winter2009, Vol. 44 Issue 1, p40-55. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Interaction+analysis+in+education%22">Interaction analysis in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This research is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. As the basis for the study, the authors analyzed interaction patterns through conducting content analysis (Van Sluys, Lewison, & Seely Flint, 2006) and discourse analysis (Gee, 2005) over semi-structured interviews (Seidman, 2006) focused around learning to teach reading. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed the interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers. The authors also conducted a cross-comparison analysis of the similarity in reporting between each partner to examine the extent to which the pairs corroborated one another's perceptions. Findings for the study include high levels of imitative interaction between cooperating teachers and student teachers in areas of reading assessment and grouping children for reading instruction. Interaction deemed to be guided and scaffolded in nature occurred less frequently overall. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teacher Educator 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=35994197 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/08878730802521058 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 40 Subjects: – SubjectFull: Reading Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Interaction analysis in education Type: general – SubjectFull: Learning Type: general Titles: – TitleFull: “I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lesley, MellineeK. – PersonEntity: Name: NameFull: Hamman, Doug – PersonEntity: Name: NameFull: Olivarez, Arturo – PersonEntity: Name: NameFull: Button, Kathryn – PersonEntity: Name: NameFull: Griffith, Robin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Winter2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 08878730 Numbering: – Type: volume Value: 44 – Type: issue Value: 1 Titles: – TitleFull: Teacher Educator Type: main |
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