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How Cooperating Teachers Matter: Investigating Their Modeling and Coaching Functions
Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), Division K, Division K - Section 9 Paper and Symposium SessionsSession Type: Symposium
Abstract
Studies suggest that cooperating teachers (CTs) have a strong influence on preservice student teacher (PST) development. Less clear, though, is exactly how CTs impact PSTs. CTs likely serve as models from whom PSTs learn vicariously but also as coaches who provide instructional guidance to and build relationships with their PSTs. Understanding whether CTs’ modeling or coaching functions have the most impact on PSTs’ preparation has important implications for recruiting and training CTs, preparing PSTs, and developing an effective teacher workforce. This panel brings together five papers using various methodological approaches, including rich descriptive studies and three experiments rare in teacher education research, to explore the mechanisms by which CTs impact PST development - using modeling and coaching as a framework.
Sub Unit
Chair
Papers
Replicating and Extending the Mentors Matter Recruitment Initiative Findings - Emanuele Bardelli, University of Michigan - Ann Arbor; Matthew Ronfeldt, University of Michigan; Matthew Truwit, University of Michigan; Kevin Schaaf, Tennessee Department of Education; Julie C. Baker, Tennessee Technological University
Examining the Impact of Professional Development on Cooperating Teacher Coaching and Preservice Candidates' Readiness to Teach - Matthew Truwit, University of Michigan; Matthew Ronfeldt, University of Michigan; Emanuele Bardelli, University of Michigan - Ann Arbor; Kevin Schaaf, Tennessee Department of Education
How Cooperating Teacher Professional Development Manifests in Coaching Conversations - Brian Alexander Smith, University of Michigan - Ann Arbor; Matthew Ronfeldt, University of Michigan; Kailyn Stahl, University of Michigan; Angelina Little, University of Michigan
Reexamining the Evidence on Coaching in Teacher Education - Anandita Krishnamachari, University of Virginia; Vivian Wong, University of Virginia; Julie Jackson Cohen, University of Virginia
Do Better Teachers Make Better Instructional Coaches? - Matthew Ronfeldt, University of Michigan; Kailyn Stahl, University of Michigan; Emanuele Bardelli, University of Michigan - Ann Arbor; Matthew Truwit, University of Michigan; Foram Pravin Gathia; Courtney Gough; Jonathan Alpert, University of Michigan