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COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE

Yıl 2021, Cilt 5, Sayı 1, 14 - 32, 12.03.2021

Öz

This qualitative study examined the role of cooperating teachers in transforming theory into practice. It assumed that cooperating teachers engage their student teachers in dialogues about their practices, listen to their concerns, motivate for self-awareness, en-courage their classroom observations and also help them in practicing new strategies and methods. Convenience and purposive sampling were used to collect data from cooperating teachers and student teachers placed in partner girls’ schools of the department of professional studies of Lahore College for Women University during their teaching practicum. The existing practicum theory provided the ground for the development of the interview protocols for both cohorts. Thematic analysis was carried out to analyze the collected data. Following themes were identified unrealistic expectations about cor-responding roles, dissatisfaction with the others’ performance, and serious concerns in interrelationships which hindered transforming theory into practice.

Kaynakça

  • Adey, K. (1997). First impressions do count: Mentoring student teachers. Teacher Development,1, 123–133. doi:10.1080/13664539700200009
  • Allen, D. D., Cobb, J. B., & Danger, S. (2003). Inservice teachers mentoring as-piring teachers.Mentoring& Tutoring: Partnership in Learning, 11, 177–182.doi:10.1080/13611260306854
  • Alexander, D & Galbraith, P. (1997). Stories of transition: From students to teachers.Queensland Journal of Educational Research, 13(1), pp. 17-32.http://education.curtin.edu.au/iier/qjer/qjer13/alexander.html
  • Al-magableh, A. M. F. (2010). An evaluation of Englishpracticum at Yormuk University from cooperativeteachers and student-teachers perspec-tives.InternationalJournal of Language Studies, 4, 263–300.
  • Almikhalafi, M. (2005).A suggested programme for developingpracticum in the school of education at Ebb University.University Researcher, 8, 133–154.
  • Anderson, D. (2007). The role of cooperating teachers’ powerin student teach-ing.Education, 128, 307–323.
  • Arnold, E. (2006). Assessing the quality of mentoring: Sinkingor learning to swim? ELT Journal, 60, 117–124.
  • Arnold, P. (2002). Cooperating teachers’ professional growththrough supervision of student teachers and participationin a collegial study group.Teacher Education Quarterly,29, 123–132.
  • Barab, S.A., Squire, K., &Dueber, B. (2000).Supporting authenticity through participatorylearning.Educational Technology Research and Develop-ment, 48(2), 37-62. Brandy, L. (2000). School-University partnership in teacher education.Education Practice andtheory, 22(2), pp 55-65
  • Beck, C., &Kosnik, C. (2000). Associate teachers in pre-service education: Clar-ifying and enhancing their role. Journal ofEducation for Teaching, 26, 207–224.http://dx.doi.org/10.1080/713676888
  • Beck, C., &Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. TeacherEducation Quarterly, 29, 81–98.
  • Birrell, J. R., &Bullough, R. V. (2005). Teaching with a peer:A follow-up study of the 1st year of teaching. Action inTeacher Education, 27, 72–81.http://dx.doi.org/10.1080/01626620.2005.10463375
  • Book, C. L. (1996).Professional development schools.InJ. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook ofresearch on teacher education (2nd ed., pp. 194–210). New York, NY: Macmillan.
  • Borko, H., & Mayfield, V. (1995).The roles of the cooperatingteacher and uni-versity supervisor in learning toteach.Teaching and Teacher Education, 11, 501–518.
  • Britzman, D. P. (2000).Teacher education in the confusion ofourtimes.Journal of Teacher Education, 51, 200–205.
  • Broad, K., & Tessaro, M. L. (2010). Authentic voices from the field. In T. Falkenberg& H. Smits (Eds.), Field experience in thecontext of reform in Canadian teacher education programs(pp. 79–90). Winnipeg: Faculty of Education, Universityof Manitoba. Retrieved from http://www.umanitoba.ca/education/TEResearch/Conference2009.html
  • Bullough, R.V.Jr., Hobbs, S.F., Kauchak, D.P., Crow, N.A., & Stokes, D. (1997).Long-termPDS development in research universities and the clin-icalization of teacher education.Journalof Education, 48(2), 85-95
  • Calderhead, J., & Robson, M. (1991). Images of teaching:Student teachers’ early conceptions of classroompractice. Teaching and Teacher Education, 7(1), 1–8.http://dx.doi.org/10.1016/0742-051X(91)90053-R
  • Clarke, A. (2006). The nature and substance of cooperatingteacherreflec-tion.Teaching and Teacher Education, 22,910–921. doi:10.1016/j.tate.2006.04.039
  • Cochran-Smith, M. (2005). The new teacher education: Forbetter or for worse? Educational Researcher, 34, 3–17.doi:10.3102/0013189X034007003
  • Coşkun, A. (2013). Stress in English language teachingpracticum: The views of all stakeholders. HacettepeÜniversitesiEğitimFakültesiDergisi [Hacet-tepeUniversityJournal of Education], 28, 97–110.
  • Coulter, D., Coulter, D., Daniel, M., Decker, E., Essex, P., Naslund,J., … Suth-erland, G. (2007). A question of judgment: Aresponse to “Standards for the education, competenceand professional conduct of educators in Brit-ishColumbia”. Educational Insights, 11(3), 1–12.
  • Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., &Bergen, T. (2011).Exploring a two-dimensional model ofmentor teacher roles in mentoring dialogues.Teachingand Teacher Education, 27, 320–331. doi:10.1016/j.tate.2010.08.014
  • Crookes, G. (2003). The practicum in TESOL: Professionaldevelopment through teaching practice. New York, NY:Cambridge University Press.Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F.,& Shulman, L. (2005).The design of teacher educationprograms.
  • Darling-Hammond & J. Bransford (Eds.),Preparing teachers for a changing world: What teachersshould learn and be able to do (pp. 390–441). SanFrancisco, CA: Jossey-Bass.
  • Duquette, C. (1994). The role of the cooperating teacher in aschool-based teach-er education program: Benefits andconcerns. Teaching and Teacher Ed-ucation, 10, 345–353.
  • Goodman, J. (1988). University culture and the problem of reforming field expe-riences inteacher education. Journal of Teacher Education, 39(5), 45-53.
  • Guyton, E., & McIntyre, D. J. (1990).Student teaching and school experienc-es.In W. R.Houston (Ed.), Handbook of research on teacher education (pp514-534). New York:Macmillan.
  • Hamlin, K. (1997). Partnerships that support the professional growth of super-vising teachers.Teacher Education Quarterly, 24(1), 77–88.
  • Hastings, W. (2004). Emotions and the practicum: The cooperating teachers’ perspective.Teachers and Teaching: Theory and Practice, 10, 135–148. doi:10.1080/1354060042000187991
  • Hawkey, K. (1998). Mentor pedagogy and student teacher professional devel-opment: A study oftwo mentoring relationships. Teaching and Teacher Education, 14, 657–670.doi:10.1016/S0742-051X(98)00015-8
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009).Mentoring beginningteachers: What we know and what we don’t.Teaching and Teacher Education, 25, 207–216. doi:10.1016/j.tate.2008.09.001
  • Hodges, C. (1982). Implementing methods: If you can’t blame the cooperating teacher who canyou blame? Journal of Teacher Education, 33(6), 25–29.doi:10.1177/002248718203300606
  • Holland, P. E. (1989). Implicit assumptions about the supervisory conference: A review andanalysis of literature. Journal of Curriculum and Supervision, 4, 362–369. Retrievedfromhttp://www.ascd.org/framejcs.html
  • Holmes Group. (1986). Tomorrow's teachers. East Lansing, MI: Holmes Group.
  • Houston, W. R. (2008). Settings are more than sites. In M. Cochran-Smith, S. Feiman-Nemser, J.Mcintyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduringquestions in changing contexts (pp. 388–393). New York, NY: Routledge.
  • Hoy, W. K., & Rees, R. (1977). The bureaucratic socialization of student teach-ers.JournalofTeacher Education, 28(1), 23–26. doi:10.1177/002248717702800107
  • Huffman, S., Holifield, M., &Holifield, A. (2003). Student management: Teach-er internswrestling with assumptions. Education, 124, 120–125. Re-trieved fromhttp://www.projectinnovation.biz/index.html
  • Hynes-Dusel, J. M. (1999). Cooperating teachers’ perceptions about the student teachingexperience.Physical Educator, 56, 186–196. Retrieved fromhttp://www2.truman.edu/pek/public.html
  • Iannaccone, L. (1963). Student teaching: A transitional stage in the making of a teacher. Theoryinto Practice, 2, 73–80. Retrieved from http://www.jstor.org/stable/1475628
  • Jansen, U. (1971). Educational values perceptions and the student teaching ex-perience:Assessing change in values perceptions which occur for student teachers, universitysupervisors, cooperating teachers and school admin-istrators. Nebraska, Lincoln:Nebraska University, Dept. of Secondary Education. Retrieved fromhttp://www.eric.ed.gov.ezproxy.uow.edu.au/contentdelivery/servlet/ERICServlet?accno=ED055032
  • John, P. D. (2001). Winning and losing: A case study of university tutor-student teacherinteraction during a school-based practicum. Mentoring & Tutor-ing: Partnership inLearning, 9, 153–168. doi:10.1080/13611260120069372
  • Kabadayi, A. (2006). Analyzing Preschool Student Teachers’ and Their CooperatingTeachers’ Attitudes towards the Use of Educational Technology. The Turkish Online Journal of Educational Technology – TOJET, 5(4).
  • Kabadayi, A. (2007). Analyzing the cognitive teaching styles of preservice and cooperating preschool teachers in Turkey. Early Child Development and Care, 177, 275–293.doi:10.1080/03004430500473276
  • Kabadayi, A. (2010). Investigating Demographic Characteristics and Teaching Perceptions of Turkish Preschool Teachers. Early Child Development and Care, 809-822. doi: 10.1080/03004430802445501
  • Kagan, D. M. (1988). Research on the supervision of counselors and teachers-in-training:Linking two bodies of literature. Review of Educational Re-search, 58, 1–24.doi:10.3102/00346543058001001
  • Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. New York,NY: Oxford University Press.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral partici-pation. NewYork, NY: Cambridge.
  • Lemma, P. (1993). The cooperating teachers as supervisor: A case study. Journal of Curriculumand Supervision, 8, 329–433. Retrieved from http://www.ascd.org/framejcs.html
  • Leslie, L. L. (1971). Matching student teachers with cooperating teachers: A fruitful effort?Journal of Teacher Education, 22, 303–309. doi:10.1177/002248717102200312
  • Lesley, M. K., Hamman, D., Olivarez, A., Button, K. & Griffith, R. (2009). “I’m prepared foranything now”: Student teacher and cooperating teacher in-teraction as a critical factor indetermining the preparation of “quality” el-ementary reading teachers. The Teacher Educator, 44, 40-55.
  • Lincoln, Y. S, &Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Lipscomb, E. E. (1965). A study of the attitudes of student teachers in elemen-tary education asrelated to attitudes of cooperating teachers. Journal of Teacher Education, 16, 351–352.doi:10.1177/002248716501600324
  • Little, J. (1990).The mentor phenomenon and the social organization of teach-ing.ReviewofResearch in Education, 16, 297–351. Retrieved from http://www.jstor.org/stable/1167355
  • Loughran, J. J. (1996). Developing reflective practice: Learning about teaching and learningthrough modelling. London, UK: Falmer Press.
  • Lourdusamy, A. Soh, K.C., Moo, S.N., Lim, S.B. &Sim, W.K. (2001).Development andevaluation of teaching competence in Singapore and Brunei Darussalam.A paper presented atthe Australian Education Research Association Conference, University of Notre Dame,Fremantle, Australia.
  • McIntyre, D. J., Byrd, D. M., Foxx, S. M. (1996).Field and laboratory experi-ences.In J. Sikula(Ed.), Handbook of research on teacher education, (2nd.Edition), pp171-193. New York:Macmillan.
  • Ramsey, G. (2000). Quality matters, revitalizing teaching: Critical times, critical choices.Report on the review of teacher education in New South Wales.http://www.det.nsw.edu.au/teachrev/reports/reports.pdf
  • Rate IV. (1990). Teaching teachers: Facts and figures. American Association of Colleges forTeacher Education, Washington, DC.
  • Sandholtz, J.H. &Finan, E.C. (1998).Blurring the boundaries to promote school-universitypartnerships.Journal of Teacher Education, 49(1), pp 13-25. Schon, D. The reflective practitioner: how professionals thinking action. New York: Basic Books, 1983
  • Stein, M.K., Silver, E.A., & Smith, M.S. (1998).Mathematics reform and teacher developmenta community of practice perspective. In J. Greeno& S. Goldman (Eds), Thinking practices inMathematics and science learning (pp. 17-52). Mahwah, NJ: Lawrence Erlbaum Associates,Inc.
  • Teitel, L. (1998). Separations, divorces, and open marriages in professional de-velopment schoolpartnership. Journal of Teacher Education, 49(2), pp. 85-96.
  • Tisher, R.P. (! 990). One and a half decade of research on teacher education in Australia. InR.P. Tisher& M.F. Wideen (eds), Research in Teacher Edu-cation: International Perspectives(pp. 67-87). London: Falmer Press
  • Whiting, C., Whitty, G., Furlong, J., Miles, S. & Barton., L. (1996). Partnership in initialteacher education: A Topography, Modes of Teacher Education Project (MOTE), London . Winitsky, N., Stoddart, T., & O’Keefe, P. (1992). Great expectations: Emergent professionaldevelopment schools. Journal of teacher education, 43(1), 3-18.
  • Wong, A. F.L. &Goh, K. C. (2002). The practicum in teacher training: a prelim-inary andqualitative assessment of the improved National Institute of Education- School PartnershipModel in Singapore. Asia-Pacific Journal of Teacher Education, 30(2), 197-206.
  • Zimpher, N.L., &Howey, K.R. (1992).Policy and Practice toward the improve-ment of teachereducation. Oak Brook, IL: North Central Regional Edu-cational Laboratory.
  • Zimpher, N.L., &Sherril, J.A. (1996).Professors, teachers and leaders in SCDES.In J. Sikula(Ed.), Handbook of research on teacher education, (2nd.Edition), pp. 279-305. New York:Macmillan.

Yıl 2021, Cilt 5, Sayı 1, 14 - 32, 12.03.2021

Öz

Kaynakça

  • Adey, K. (1997). First impressions do count: Mentoring student teachers. Teacher Development,1, 123–133. doi:10.1080/13664539700200009
  • Allen, D. D., Cobb, J. B., & Danger, S. (2003). Inservice teachers mentoring as-piring teachers.Mentoring& Tutoring: Partnership in Learning, 11, 177–182.doi:10.1080/13611260306854
  • Alexander, D & Galbraith, P. (1997). Stories of transition: From students to teachers.Queensland Journal of Educational Research, 13(1), pp. 17-32.http://education.curtin.edu.au/iier/qjer/qjer13/alexander.html
  • Al-magableh, A. M. F. (2010). An evaluation of Englishpracticum at Yormuk University from cooperativeteachers and student-teachers perspec-tives.InternationalJournal of Language Studies, 4, 263–300.
  • Almikhalafi, M. (2005).A suggested programme for developingpracticum in the school of education at Ebb University.University Researcher, 8, 133–154.
  • Anderson, D. (2007). The role of cooperating teachers’ powerin student teach-ing.Education, 128, 307–323.
  • Arnold, E. (2006). Assessing the quality of mentoring: Sinkingor learning to swim? ELT Journal, 60, 117–124.
  • Arnold, P. (2002). Cooperating teachers’ professional growththrough supervision of student teachers and participationin a collegial study group.Teacher Education Quarterly,29, 123–132.
  • Barab, S.A., Squire, K., &Dueber, B. (2000).Supporting authenticity through participatorylearning.Educational Technology Research and Develop-ment, 48(2), 37-62. Brandy, L. (2000). School-University partnership in teacher education.Education Practice andtheory, 22(2), pp 55-65
  • Beck, C., &Kosnik, C. (2000). Associate teachers in pre-service education: Clar-ifying and enhancing their role. Journal ofEducation for Teaching, 26, 207–224.http://dx.doi.org/10.1080/713676888
  • Beck, C., &Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. TeacherEducation Quarterly, 29, 81–98.
  • Birrell, J. R., &Bullough, R. V. (2005). Teaching with a peer:A follow-up study of the 1st year of teaching. Action inTeacher Education, 27, 72–81.http://dx.doi.org/10.1080/01626620.2005.10463375
  • Book, C. L. (1996).Professional development schools.InJ. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook ofresearch on teacher education (2nd ed., pp. 194–210). New York, NY: Macmillan.
  • Borko, H., & Mayfield, V. (1995).The roles of the cooperatingteacher and uni-versity supervisor in learning toteach.Teaching and Teacher Education, 11, 501–518.
  • Britzman, D. P. (2000).Teacher education in the confusion ofourtimes.Journal of Teacher Education, 51, 200–205.
  • Broad, K., & Tessaro, M. L. (2010). Authentic voices from the field. In T. Falkenberg& H. Smits (Eds.), Field experience in thecontext of reform in Canadian teacher education programs(pp. 79–90). Winnipeg: Faculty of Education, Universityof Manitoba. Retrieved from http://www.umanitoba.ca/education/TEResearch/Conference2009.html
  • Bullough, R.V.Jr., Hobbs, S.F., Kauchak, D.P., Crow, N.A., & Stokes, D. (1997).Long-termPDS development in research universities and the clin-icalization of teacher education.Journalof Education, 48(2), 85-95
  • Calderhead, J., & Robson, M. (1991). Images of teaching:Student teachers’ early conceptions of classroompractice. Teaching and Teacher Education, 7(1), 1–8.http://dx.doi.org/10.1016/0742-051X(91)90053-R
  • Clarke, A. (2006). The nature and substance of cooperatingteacherreflec-tion.Teaching and Teacher Education, 22,910–921. doi:10.1016/j.tate.2006.04.039
  • Cochran-Smith, M. (2005). The new teacher education: Forbetter or for worse? Educational Researcher, 34, 3–17.doi:10.3102/0013189X034007003
  • Coşkun, A. (2013). Stress in English language teachingpracticum: The views of all stakeholders. HacettepeÜniversitesiEğitimFakültesiDergisi [Hacet-tepeUniversityJournal of Education], 28, 97–110.
  • Coulter, D., Coulter, D., Daniel, M., Decker, E., Essex, P., Naslund,J., … Suth-erland, G. (2007). A question of judgment: Aresponse to “Standards for the education, competenceand professional conduct of educators in Brit-ishColumbia”. Educational Insights, 11(3), 1–12.
  • Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., &Bergen, T. (2011).Exploring a two-dimensional model ofmentor teacher roles in mentoring dialogues.Teachingand Teacher Education, 27, 320–331. doi:10.1016/j.tate.2010.08.014
  • Crookes, G. (2003). The practicum in TESOL: Professionaldevelopment through teaching practice. New York, NY:Cambridge University Press.Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F.,& Shulman, L. (2005).The design of teacher educationprograms.
  • Darling-Hammond & J. Bransford (Eds.),Preparing teachers for a changing world: What teachersshould learn and be able to do (pp. 390–441). SanFrancisco, CA: Jossey-Bass.
  • Duquette, C. (1994). The role of the cooperating teacher in aschool-based teach-er education program: Benefits andconcerns. Teaching and Teacher Ed-ucation, 10, 345–353.
  • Goodman, J. (1988). University culture and the problem of reforming field expe-riences inteacher education. Journal of Teacher Education, 39(5), 45-53.
  • Guyton, E., & McIntyre, D. J. (1990).Student teaching and school experienc-es.In W. R.Houston (Ed.), Handbook of research on teacher education (pp514-534). New York:Macmillan.
  • Hamlin, K. (1997). Partnerships that support the professional growth of super-vising teachers.Teacher Education Quarterly, 24(1), 77–88.
  • Hastings, W. (2004). Emotions and the practicum: The cooperating teachers’ perspective.Teachers and Teaching: Theory and Practice, 10, 135–148. doi:10.1080/1354060042000187991
  • Hawkey, K. (1998). Mentor pedagogy and student teacher professional devel-opment: A study oftwo mentoring relationships. Teaching and Teacher Education, 14, 657–670.doi:10.1016/S0742-051X(98)00015-8
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009).Mentoring beginningteachers: What we know and what we don’t.Teaching and Teacher Education, 25, 207–216. doi:10.1016/j.tate.2008.09.001
  • Hodges, C. (1982). Implementing methods: If you can’t blame the cooperating teacher who canyou blame? Journal of Teacher Education, 33(6), 25–29.doi:10.1177/002248718203300606
  • Holland, P. E. (1989). Implicit assumptions about the supervisory conference: A review andanalysis of literature. Journal of Curriculum and Supervision, 4, 362–369. Retrievedfromhttp://www.ascd.org/framejcs.html
  • Holmes Group. (1986). Tomorrow's teachers. East Lansing, MI: Holmes Group.
  • Houston, W. R. (2008). Settings are more than sites. In M. Cochran-Smith, S. Feiman-Nemser, J.Mcintyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduringquestions in changing contexts (pp. 388–393). New York, NY: Routledge.
  • Hoy, W. K., & Rees, R. (1977). The bureaucratic socialization of student teach-ers.JournalofTeacher Education, 28(1), 23–26. doi:10.1177/002248717702800107
  • Huffman, S., Holifield, M., &Holifield, A. (2003). Student management: Teach-er internswrestling with assumptions. Education, 124, 120–125. Re-trieved fromhttp://www.projectinnovation.biz/index.html
  • Hynes-Dusel, J. M. (1999). Cooperating teachers’ perceptions about the student teachingexperience.Physical Educator, 56, 186–196. Retrieved fromhttp://www2.truman.edu/pek/public.html
  • Iannaccone, L. (1963). Student teaching: A transitional stage in the making of a teacher. Theoryinto Practice, 2, 73–80. Retrieved from http://www.jstor.org/stable/1475628
  • Jansen, U. (1971). Educational values perceptions and the student teaching ex-perience:Assessing change in values perceptions which occur for student teachers, universitysupervisors, cooperating teachers and school admin-istrators. Nebraska, Lincoln:Nebraska University, Dept. of Secondary Education. Retrieved fromhttp://www.eric.ed.gov.ezproxy.uow.edu.au/contentdelivery/servlet/ERICServlet?accno=ED055032
  • John, P. D. (2001). Winning and losing: A case study of university tutor-student teacherinteraction during a school-based practicum. Mentoring & Tutor-ing: Partnership inLearning, 9, 153–168. doi:10.1080/13611260120069372
  • Kabadayi, A. (2006). Analyzing Preschool Student Teachers’ and Their CooperatingTeachers’ Attitudes towards the Use of Educational Technology. The Turkish Online Journal of Educational Technology – TOJET, 5(4).
  • Kabadayi, A. (2007). Analyzing the cognitive teaching styles of preservice and cooperating preschool teachers in Turkey. Early Child Development and Care, 177, 275–293.doi:10.1080/03004430500473276
  • Kabadayi, A. (2010). Investigating Demographic Characteristics and Teaching Perceptions of Turkish Preschool Teachers. Early Child Development and Care, 809-822. doi: 10.1080/03004430802445501
  • Kagan, D. M. (1988). Research on the supervision of counselors and teachers-in-training:Linking two bodies of literature. Review of Educational Re-search, 58, 1–24.doi:10.3102/00346543058001001
  • Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. New York,NY: Oxford University Press.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral partici-pation. NewYork, NY: Cambridge.
  • Lemma, P. (1993). The cooperating teachers as supervisor: A case study. Journal of Curriculumand Supervision, 8, 329–433. Retrieved from http://www.ascd.org/framejcs.html
  • Leslie, L. L. (1971). Matching student teachers with cooperating teachers: A fruitful effort?Journal of Teacher Education, 22, 303–309. doi:10.1177/002248717102200312
  • Lesley, M. K., Hamman, D., Olivarez, A., Button, K. & Griffith, R. (2009). “I’m prepared foranything now”: Student teacher and cooperating teacher in-teraction as a critical factor indetermining the preparation of “quality” el-ementary reading teachers. The Teacher Educator, 44, 40-55.
  • Lincoln, Y. S, &Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Lipscomb, E. E. (1965). A study of the attitudes of student teachers in elemen-tary education asrelated to attitudes of cooperating teachers. Journal of Teacher Education, 16, 351–352.doi:10.1177/002248716501600324
  • Little, J. (1990).The mentor phenomenon and the social organization of teach-ing.ReviewofResearch in Education, 16, 297–351. Retrieved from http://www.jstor.org/stable/1167355
  • Loughran, J. J. (1996). Developing reflective practice: Learning about teaching and learningthrough modelling. London, UK: Falmer Press.
  • Lourdusamy, A. Soh, K.C., Moo, S.N., Lim, S.B. &Sim, W.K. (2001).Development andevaluation of teaching competence in Singapore and Brunei Darussalam.A paper presented atthe Australian Education Research Association Conference, University of Notre Dame,Fremantle, Australia.
  • McIntyre, D. J., Byrd, D. M., Foxx, S. M. (1996).Field and laboratory experi-ences.In J. Sikula(Ed.), Handbook of research on teacher education, (2nd.Edition), pp171-193. New York:Macmillan.
  • Ramsey, G. (2000). Quality matters, revitalizing teaching: Critical times, critical choices.Report on the review of teacher education in New South Wales.http://www.det.nsw.edu.au/teachrev/reports/reports.pdf
  • Rate IV. (1990). Teaching teachers: Facts and figures. American Association of Colleges forTeacher Education, Washington, DC.
  • Sandholtz, J.H. &Finan, E.C. (1998).Blurring the boundaries to promote school-universitypartnerships.Journal of Teacher Education, 49(1), pp 13-25. Schon, D. The reflective practitioner: how professionals thinking action. New York: Basic Books, 1983
  • Stein, M.K., Silver, E.A., & Smith, M.S. (1998).Mathematics reform and teacher developmenta community of practice perspective. In J. Greeno& S. Goldman (Eds), Thinking practices inMathematics and science learning (pp. 17-52). Mahwah, NJ: Lawrence Erlbaum Associates,Inc.
  • Teitel, L. (1998). Separations, divorces, and open marriages in professional de-velopment schoolpartnership. Journal of Teacher Education, 49(2), pp. 85-96.
  • Tisher, R.P. (! 990). One and a half decade of research on teacher education in Australia. InR.P. Tisher& M.F. Wideen (eds), Research in Teacher Edu-cation: International Perspectives(pp. 67-87). London: Falmer Press
  • Whiting, C., Whitty, G., Furlong, J., Miles, S. & Barton., L. (1996). Partnership in initialteacher education: A Topography, Modes of Teacher Education Project (MOTE), London . Winitsky, N., Stoddart, T., & O’Keefe, P. (1992). Great expectations: Emergent professionaldevelopment schools. Journal of teacher education, 43(1), 3-18.
  • Wong, A. F.L. &Goh, K. C. (2002). The practicum in teacher training: a prelim-inary andqualitative assessment of the improved National Institute of Education- School PartnershipModel in Singapore. Asia-Pacific Journal of Teacher Education, 30(2), 197-206.
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Fakhra AZİZ (Sorumlu Yazar)
Lahore College for Women University, Pakistan
0000-0002-7678-4206
Pakistan


Uzma QURAİSHİ Bu kişi benim
Lahore College for Women University, Pakistan
Pakistan


Naile LATİF Bu kişi benim
Lahore College for Women University, Pakistan
Pakistan

Yayımlanma Tarihi 12 Mart 2021
Başvuru Tarihi 12 Mart 2021
Yayınlandığı Sayı Yıl 2021, Cilt 5, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { ijqe896034, journal = {International Journal of Quality in Education}, issn = {}, eissn = {2636-8412}, address = {}, publisher = {Abdülkadir KABADAYI}, year = {2021}, volume = {5}, pages = {14 - 32}, doi = {}, title = {COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE}, key = {cite}, author = {Aziz, Fakhra and Quraishi, Uzma and Latif, Naile} }
APA Aziz, F. , Quraishi, U. & Latif, N. (2021). COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE . International Journal of Quality in Education , 5 (1) , 14-32 . Retrieved from https://dergipark.org.tr/tr/pub/ijqe/issue/60681/896034
MLA Aziz, F. , Quraishi, U. , Latif, N. "COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE" . International Journal of Quality in Education 5 (2021 ): 14-32 <https://dergipark.org.tr/tr/pub/ijqe/issue/60681/896034>
Chicago Aziz, F. , Quraishi, U. , Latif, N. "COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE". International Journal of Quality in Education 5 (2021 ): 14-32
RIS TY - JOUR T1 - COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE AU - Fakhra Aziz , Uzma Quraishi , Naile Latif Y1 - 2021 PY - 2021 N1 - DO - T2 - International Journal of Quality in Education JF - Journal JO - JOR SP - 14 EP - 32 VL - 5 IS - 1 SN - -2636-8412 M3 - UR - Y2 - 2021 ER -
EndNote %0 International Journal of Quality in Education COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE %A Fakhra Aziz , Uzma Quraishi , Naile Latif %T COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE %D 2021 %J International Journal of Quality in Education %P -2636-8412 %V 5 %N 1 %R %U
ISNAD Aziz, Fakhra , Quraishi, Uzma , Latif, Naile . "COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE". International Journal of Quality in Education 5 / 1 (Mart 2021): 14-32 .
AMA Aziz F. , Quraishi U. , Latif N. COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE. IJQE. 2021; 5(1): 14-32.
Vancouver Aziz F. , Quraishi U. , Latif N. COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE. International Journal of Quality in Education. 2021; 5(1): 14-32.
IEEE F. Aziz , U. Quraishi ve N. Latif , "COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE", International Journal of Quality in Education, c. 5, sayı. 1, ss. 14-32, Mar. 2021