|Published online: February 25, 2015||$US5.00|
This study examined one strategy to address the perceived communication challenges between pre-service teachers (PST) and their respective cooperating teachers (CT) in terms of when and how improvement feedback is shared and interpreted. During pre-service teaching, 40 PSTs and their CTs participated in pedagogy improvement structured conversation every other week for 10 weeks. PSTs submitted a summary of each exchange, along with a reflection on why the discussion was relevant to improving their classroom skills and knowledge in classroom management, lesson planning, lesson implementation, differentiating instruction, student performance assessment, as well as specific individual professional development goals. At the end of the semester, CTs completed an online questionnaire that prompted opinions and insights to the value of these consistent informal exchanges. Researchers also conducted focus group interviews to tap into PSTs post-experience views as to whether these extra conversations with their classroom mentors added value to their pedagogical skill set.
|Keywords:||Student Teaching, Cooperating, Teacher, Communication, Pre-service, Feedback, Discussion, Classroom Management, Lesson Planning, Miscommunication, Triad, Goal Setting, Performance, Structure, Survey, Interview, Grounded Theory, Correlations, Web, Relationships, Preparation, Supervision, Mentor, Coach, Pearson-R, Candidate, Experience, Clinical|
The International Journal of Pedagogy and Curriculum, Volume 21, Issue 3-4, February 2015, pp.1-12. Article: Print (Spiral Bound). Published online: February 25, 2015 (Article: Electronic (PDF File; 629.713KB)).
Assistant Professor and Coordinator of Secondary Education Program, Education and Educational Psychology Department, School of Professional Studies, Western Connecticut State University, Danubury, Connecticut, USA
Assitant Professor, Department of Mathematics, , School of Arts and Sciences, Western Connecticut State University, Danbury, Connecticut, USA
Graduate Student, MS in Education Program, Department of Education and Educational Psychology, School of Professional Studies, Western Connecticut State University, Danbury, Connecticut, USA