Beyond Traditional Structures of Student Teaching.

By Kenneth M. Zeichner. 2002

235 citations recorded by the source corpus.

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Citations in the corpus

Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “Those steps alone would represent an important shift given TEPs’ documented tendency to base instructional and programmatic decisions on anecdotal rather than research-based accounts—a tendency that has long been criticized as one of teacher education’s central weaknesses (Zeichner, 2002).”
Rethinking the practicum: limitations and possibilities (2011, background): “Indeed, in recent years, a number of researchers (e.g., Hagger & McIntrye, 2006; Zeichner, 2002) have challenged the traditional view of the individual classroom as the placement site, suggesting that teacher educators should think more broadly about schools as sites for learning to teach.”
What characterises a good practicum in teacher education? (2011, background): “Zeichner (2002) claims that “cooperating teachers are key participants in determining the quality of learning for student teachers” (p. 59).”
Examining the supervision of mathematics student teachers through analysis of conference communications (2009, background): “Student teaching is often a capstone component of mathematics teacher education programs, offering prospective teachers an opportunity to connect theory with practice under the guidance of their supervisors (Zeichner, 2002).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “This is especially the case considering that teacher education programs are traditionally limited in space, time, and resources (Wang & Odell, 2002; Zeichner, 2002).”
Being and becoming a mentor: school-based teacher educators and teacher educator identity (2005, background): “Often it is not highly valued by the university, either (Zeichner, 2002).”
More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers (2008, background): “In our view, a mentor who fulfilled only these responsibilities would actually be a cooperating teacher rather than a mentor (Zeichner, 2002).”
Learning in the practicum: engaging pre-service teachers in reflective practice in the online space (2014, background): “This argument stems from the common belief that professional experience, also known as teaching practicum, teaching rounds, teaching placement, and internship, is one of the most critical aspects of a teacher’s preparation (Grundy, 2007; McBurney-Fry, 2002; Zeichner, 2002).”
Mentoring and the emotions (2004, background): “They also worried about what their colleagues thought of them and of their work, underscoring the conclusion that mentoring is not often ‘valued as an important activity … in schools’ (Zeichner, 2002, p. 60): ‘If the interns [do] horribly it would be, “Wow, [I] must not know what [I’m] doing.””
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, background): “The practicum can positively affect PSTs’ feelings of preparedness to teach (Darling-Hammond et al., 2002) and their professional development (Zeichner, 2002).”