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pro vyhledávání: '"Stacey L. Brockman"'
Publikováno v:
American Educational Research Journal. 57:1392-1437
Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::915f5b50be593cc6aa9536a30cf3fbb9
https://doi.org/10.3102/0002831219872952
https://doi.org/10.3102/0002831219872952
Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness?
Autor:
Kavita Kapadia Matsko, Matthew Ronfeldt, Stacey L. Brockman, Hillary Greene Nolan, Joshua Klugman, Michelle Reininger
Publikováno v:
Journal of Teacher Education. 71:41-62
Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f8524574501cede94565c9ec8421bf11
https://doi.org/10.1177/0022487118791992
https://doi.org/10.1177/0022487118791992
Publikováno v:
Educational Researcher. 47:405-418
Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a5a273ed44c75f7b783fe628214c3951
https://doi.org/10.3102/0013189x18782906
https://doi.org/10.3102/0013189x18782906