Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions

By Karen Goodnough, Pamela Osmond, David C. Dibbon, M. Glassman, Ken Stevens. 2009

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Student teachers' team teaching: Models, effects, and conditions for implementation (2014, methodology): “The presence of multiple teachers in the classroom also provides additional observational information (e.g., on learning problems), which is helpful for assessment (Gardiner, 2010; Goodnough et al., 2009; Jenkins & Veal, 2002) and class management (Birrell & Bullough, 2005; Bullough et al., 2002).”
The practicum in preservice teacher education: a review of empirical studies (2013, background): “(3) Adopting conceptual frameworks, approaches, principles, or ideas about teacher preparation and development turned out to be the main focus of the practicum, and mentors had to help preservice teachers develop their own style and educational perspectives (Anderson et al., 2006; Dinsmore & Wegner,”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “…peers, through which they can develop confidence in their own abilities, seek out feedback, and try out innovative approaches in their teaching (Goodnough et al., 2009), which can engender positive emotions and contribute to their emerging identities as prospective teachers (Izadinia, 2013;…”