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How Cooperating Teachers Demonstrate Care for Student Teachers During the Clinical Experience
Mon, April 25, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Division Virtual Rooms, Division K - Section 06: Approaches and Models for Field Experiences, Student Teaching, and School/Community Collaborations Virtual Paper Session RoomAbstract
The purpose of this study was to better understand the role of caring in learning to teach. Drawing on the work of Noddings (2008, 2013), I conducted a qualitative study examining the ways cooperating teachers demonstrate care for their student teachers by identifying core relational practices they enacted during the student teaching practicum. Findings indicated four practices: providing personal support, providing professional support, providing feedback, and disrupting power imbalances. I then broke the final practice down into three sub-practices: sharing power, enacting reciprocal dialogue, and empowering student teachers. Finally, I constructed a framework that explains the effects of these relational practices on the student teachers’ work during and after the practicum with implications teacher education programs as well.