Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills
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| Title: | Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills |
|---|---|
| Language: | English |
| Authors: | Minott, Mark A., Willett, Ionie Liburd |
| Source: | Professional Development in Education. 2011 37(4):537-550. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Cooperating Teachers, Teacher Supervision, Skill Analysis, Skill Development, Student Teacher Supervisors, Teaching Skills, Case Studies, Educational Needs, Experiential Learning, Mentors, Professional Continuing Education, Teacher Education Programs, Learning Activities |
| Geographic Terms: | Cayman Islands, Saint Kitts and Nevis |
| DOI: | 10.1080/19415257.2010.546254 |
| ISSN: | 1941-5257 |
| Abstract: | The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential teaching, mentoring, collaboration and strategic skills, but failed to identify others that were considered key to their professional growth. The paper addresses these and concludes with the implications of the study for teachers' professional development. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2011 |
| Accession Number: | EJ935949 |
| Database: | ERIC |
| Abstract: | The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential teaching, mentoring, collaboration and strategic skills, but failed to identify others that were considered key to their professional growth. The paper addresses these and concludes with the implications of the study for teachers' professional development. (Contains 1 table.) |
|---|---|
| ISSN: | 1941-5257 |
| DOI: | 10.1080/19415257.2010.546254 |
