Student Teachers' Team Teaching during Field Experiences: An Evaluation by Their Mentors
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| Title: | Student Teachers' Team Teaching during Field Experiences: An Evaluation by Their Mentors |
|---|---|
| Language: | English |
| Authors: | Simons, Mathea, Baeten, Marlies |
| Source: | Mentoring & Tutoring: Partnership in Learning. 2016 24(5):415-440. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teachers, Team Teaching, Field Experience Programs, Mentors, Semi Structured Interviews, Teacher Attitudes, Teaching Models, Program Implementation, Program Attitudes, Teacher Collaboration, Performance Factors, Training Methods, Quasiexperimental Design, Teacher Education Programs |
| DOI: | 10.1080/13611267.2016.1271560 |
| ISSN: | 1361-1267 |
| Abstract: | Since collaboration within schools gains importance, teacher educators are looking for alternative models of field experience inspired by collaborative learning. Team teaching is such a model. This study explores two team teaching models (parallel and sequential teaching) by investigating the mentors' perspective. Semi-structured interviews were conducted in order to map their attitudes, the advantages and disadvantages they observe and the conditions for implementation. Results indicate that mentors adopt an open attitude toward team teaching. They observe advantages for all actors involved, especially for student teachers (e.g. support, professional growth) and learners (e.g. rich and varied lessons). The study corroborates the findings retrieved in the literature, enlarges and refines them, and gives a clearer view on the importance of each (dis)advantage. |
| Abstractor: | As Provided |
| Number of References: | 40 |
| Entry Date: | 2017 |
| Accession Number: | EJ1127832 |
| Database: | ERIC |
| Abstract: | Since collaboration within schools gains importance, teacher educators are looking for alternative models of field experience inspired by collaborative learning. Team teaching is such a model. This study explores two team teaching models (parallel and sequential teaching) by investigating the mentors' perspective. Semi-structured interviews were conducted in order to map their attitudes, the advantages and disadvantages they observe and the conditions for implementation. Results indicate that mentors adopt an open attitude toward team teaching. They observe advantages for all actors involved, especially for student teachers (e.g. support, professional growth) and learners (e.g. rich and varied lessons). The study corroborates the findings retrieved in the literature, enlarges and refines them, and gives a clearer view on the importance of each (dis)advantage. |
|---|---|
| ISSN: | 1361-1267 |
| DOI: | 10.1080/13611267.2016.1271560 |
