Loading...
Advocates and Gatekeepers: Dialogue on the Multiple Roles of Cooperating Teachers and University Supervisors
Cramer, Katherine Mason
Cramer, Katherine Mason
Citations
Altmetric:
Files
Authors
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2020-12
Type
Article
Genre
Keywords
Mentoring,Cooperating teacher,Teaching candidate
Subjects (LCSH)
Citation
Cramer, Katherine Mason (2020) "Advocates and Gatekeepers: Dialogue on the Multiple Roles of Cooperating Teachers and University Supervisors," The Advocate: Vol. 26: No. 1. https://doi.org/10.4148/2637-4552.1147
Abstract
Using Valencia et al.’s 2009 article “Complex Interactions in Student Teaching: Lost Opportunities for Learning” as a starting point for dialogue, cooperating teachers (CTs), recent graduates, and current teaching candidates of an English Education Program participated in focus group discussions on the attributes of effective CTs and university supervisors. CTs expressed some anxiety regarding mentors’ roles as gatekeepers, as well as understanding regarding the necessity of this role. Additionally, CTs, candidates, and graduates viewed the CT’s role as one that is more hands-on early in the field experience with decreasing direct guidance as the candidate develops in her or his professional practice. Implications for practice include explicitly articulating advocate and gatekeeper roles to candidates at the start of each field experience, intentionally discussing candidates’ pedagogical content knowledge during post-observation conferences, bridging the perceived gap from theory to practice, directly addressing uncooperative CTs, and strategically sharing mentoring resources.
Table of Contents
Description
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Publisher
Kansas Association of Teacher Educators
Journal
Book Title
Series
The Advocate;v.26, no.1
Digital Collection
Finding Aid URL
Use and Reproduction
Archival Collection
PubMed ID
DOI
ISSN
2637-4552