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 |
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| Language: | English |
| Authors: | Baeten, Marlies, Simons, Mathea |
| Source: | International Journal of Teaching and Learning in Higher Education. 2016 28(1):38-51. |
| Availability: | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Field Experience Programs, Mentors, Teacher Education, Teacher Education Programs, Student Teachers, Teacher Effectiveness, Partnerships in Education, Teaching Models, Program Implementation, Team Teaching, Higher Education, Teacher Educators, Literature Reviews |
| ISSN: | 1812-9129 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2016 |
| Accession Number: | EJ1106337 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1812-9129 |
