In a co-teaching model of student teaching, mentor teachers are presented with opportunities for professional growth because extensive collaboration occurs with the teacher candidate throughout the process. Despite the proliferation of co-teaching programs, mentor teachers often lack formal training for their role. Further, insufficient evidence fails to show how collaboration between mentor and candidate contributes to professional growth for the mentor. The purpose of this qualitative study was to examine such growth in 9 mentor teachers who hosted teacher candidates during 1 semester of student teaching to determine how a co-teaching model affected mentor teachers' own teaching and mentoring skills. Professional growth was examined through Wenger's 4 components for situated learning. Research questions focused on mentor teachers' initial expectations about their roles, their identity and growth, and the application of their learning and growth when teaching. At the end of student teaching, mentor teachers participated in a series of 3 interviews based in phenomenological techniques. Their responses were coded using an inductive approach. Identified themes included mentor teacher experience, communities of practice, actions during student teaching, and mentor teachers' reflection on the role. Key findings were that all mentor teachers reported that they grew in practice, but not all developed their coaching and mentoring skills, and some focused on transmission of content and skills rather than candidate transformation. The findings of this study may influence positive social change to ensure that educator preparation assures quality and supports continuous improvement to strengthen P-12 student learning through mutually beneficial partnerships.

Orientador: Rodrigo Pelloso Gelamo / Banca: Elisete Medianeira Tomazetti / Banca: Patrícia Del Nero Velasco / Resumo: O objetivo da presente dissertação é reconstituir as heranças formativas que, por um lado, são responsáveis por modelar o professor de filosofia que nos tornamos e, por outro, sustentam as práticas de ensinar e aprender filosofia no ensino médio. Esse objetivo se construiu no tensionamento de nossa experiência de iniciação à docência, através do Programa Institucional de Iniciação à Docência (PIBID), da convivência com o Grupo de Estudo e Pesquisa em Ensino de Filosofia e do nosso próprio percurso na licenciatura em Filosofia. Na iniciação à docência, o que nos chamou a atenção era que a compreensão da história da filosofia, cerne das práticas de ensinar e aprender, talvez não fosse suficiente para contemplar os objetivos da disciplina no ensino médio: pensar as questões do presente em interlocução com a tradição filosófica. Embora o conhecimento das doutrinas filosóficas pudesse oferecer localização histórica para os estudantes na discussão de temas contemporâneos, esse exercício não parecia ultrapassar o conhecimento sobre aquilo que os filósofos produziram. Porém, questionar a centralidade da história da filosofia no ensino era enfrentar os pressupostos em nós enraizados. De certa forma, acreditávamos que a impossibilidade de ultrapassar o conhecimento sobre as filosofias fossem uma etapa consequente do próprio processo formativo. Afinal, não precisaríamos, primeiramente, conhecer os clássicos da tradição para adquirimos as bases para nossas próprias reflexões? Anos depois... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of this dissertation is to reconstruct the formative heritage that, on the one hand, are responsible for shaping the philosophy teacher that we have become and, on the other hand, support the practices of teaching and learning philosophy in high school. This objective was built on the tension of our experience of initiation of teaching through the Programa Institucional de Iniciação à Docencia (PIBID) with the coexistence with the Grupo de Estudo e Pesquisa em Ensino de Filosofia and our own course in the degree in Philosophy. In the introduction to teaching, what caught our attention was that the understanding of the history of philosophy, the core of the practices of teaching and learning, might not be enough to contemplate the discipline of goals in high school: think of these issues in interlocution with the philosophical tradition. Although this knowledge of philosophy could offer historical location for students in the discussion of contemporary issues, this exercise did not seem to go beyond of knowledge about what philosophers have produced. But to question the centrality of the history of philosophy in teaching was to confront our own assumption rooted. In a way, we believed that the impossibility of overcoming knowledge about philosophies was a consequent step in the formative process itself. After all, would we not need to know the classics of philosophy to get the basis for our own thoughts? Years later, this assumption would be problematized through the e... (Complete abstract click electronic access below) / Mestre

This study examined the practice of student teaching and the effects of student teaching upon the development of three secondary Thai language student teachers from Chiangmai Teachers' College in Chiangmai, Thailand from July to September, 1992. The research questions were: What are the methods of teaching which are used during student teaching experience, and what developments or changes occur as a result of student teaching from the point of view of the student teachers? The research methodology was qualitative, utilizing the methodologies of open-ended interviewing of student teachers as the primary mode. Other sources such as observations of student teacher teaching and student teacher journals were used to add depth to the study and to triangulate the findings. Interviews were conducted in two phases. Observations were conducted as the student teachers taught five class sessions. The data were processed using the constant comparative method. A preliminary study of three secondary teachers was conducted to test the interview guides and add direction to the study. The analysis of data resulted in the generation of the following working hypotheses: 1. Formal college training plays a more influential role in student teachers' methods of teaching than the student teachers realize. 2. Student teaching experience affects student teachers' attitude toward teaching. 3. Student teaching experience has a powerful impact on the development of student teachers as teachers and as individuals. / Graduation date: 1994

The purpose of this case study was to examine how three undergraduate, preservice foreign language teachers' motives, sense of teacher identity, use and appropriation of teaching resources developed during the student teaching experience. Central to this study was an examination of participants’ beliefs about language learning and teaching, their motivations as language learners and teachers, and beliefs about target language use. Data were collected using student teachers’ interviews, blogs, lesson plans, and artifacts design from the student teachers. The cooperating teachers and a university supervisor were also interviewed. Triangulation and case study analysis (Merriam, 2009; Stake, 1995; Yin, 2009) revealed patterns in the student teachers’ backgrounds such as their successes as language learners, their high levels of motivation to become language teachers, and their desire to use a good deal of target language in teaching. Results indicated that the student teaching experience was highly impacted by individual differences among the student teachers, the role of the cooperating teacher and context of the host classroom, and the requirements of the student teaching program. The student teachers were highly reflective on their teaching beliefs and professional identity development throughout the student teaching experience and all three participants identified clear goals for their first teaching job. Additionally, the requirements of the university and certification considerations caused the participants to emphasize target language, cultural knowledge, and teaching behaviors during their student teaching experience. / text

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The study aimed at exploring science student teachers' experiences of teaching practice and in particular, it focussed on five areas related to: (a) the science student teachers' practices and views ofteaching practice; (b) the science student teachers' benefits and skills acquired from teaching practice; (c) the help and support they receive from both the supervisors and the mentor teachers and; (e) the science student teachers' views of how the teaching practice could be improved. A pragmatic, mixed method approach to research was adopted. In order to gather data to answer the research questions empirical research in the form of a descriptive case study was carried out. This case study was conducted on the science teachers' experience of teaching practice for the academic year of2005. Data were collected from participants in the teaching practice programme at Edgewood campus using a questionnaire supplemented by interviews, observations and documents analysis. Sixty science student teachers doing Bachelor of Education 2nd , 3rd and 4th year and the Postgraduate Certificate in Education, completed and returned the questionnaire and seven of them were interviewed. In addition, four mentor teachers and five university tutors were also interviewed and twelve students were visited in their host schools. Among others it was found that: student teachers reported that they felt adequately prepared for the range of activities they were involved in during teaching practice, their expectations of practice teaching were met, and they had a positive view about the general learning and administrative environment ofthe schools. They reported using a number of different teaching methods but the direct teaching method was still predominant with the textbook being used as the main teaching resource but a positive indication was that over half the students indicated that they attempted something different or new during teaching practice mostly on their own initiative. When asked for detail about the skills they gained from teaching practice they reported benefits in terms of improved teaching techniques and methods, dealing with learners and classroom management. There was no one single benefit that stood out but rather a number of different benefits for different students. Generally females were more positive than males, there were very few differences between the year groups and the mentor teachers were seen to be more supportive than the university tutors. However, there were a small but significant number of students who indicated having not been supported or having gained any benefit from their mentor teachers or university tutors. This study also revealed that the critical triangular working partnership involving student teacher, university supervisor, and mentor teacher was problematic and needed to be reviewed. When asked to make suggestions for change, a number of recommendations were made such as: the teaching practice was too short and needed to be increased; the organisation of teaching practice needed to be improved and; the schools need to give better status to students on teaching practice. However, when asked to rate their overall experience of teaching practice experience almost three quarters of the students indicated that they had at least a satisfactory experience. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2006.

This study focuses on the nature of the school advisor's roles within a collaborative educational setting, specifically, a partnership involving a school district, university and teachers association referred to as the Richmond Teacher Education Project. The study investigates how school advisors view their roles and responsibilities within a cohort group. School advisors describe their experiences according to role, motivations, preparation and training, improvements to the program and professional/ethical considerations. Findings from the study indicate that the role development of school advisors is dependent on the amount of time spent as a member of the Richmond Practicum Project and on the relationship-building process between the student teachers and other members of the cohort grouping. All subjects mention some difficulty in their role as the primary evaluator and believed that the faculty advisor should share this role.

Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved.

Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved.

Includes bibliography (p. 841-843). / ix, 843 p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Investigates the educational phenomenon of pupil teachers, used in South Australia from 1874-1965, through accounts in contemporary official documents, the comments of those who managed the system, and observers of the system and its effects. The findings have implications for current debates on the relative balance between theory and practice in the preparation of teachers. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1999