Conditions for Successful Field Experiences: Perceptions of Cooperating Teachers.
By B. Graham. 2006
223 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/59280feaf6dbb85239c6978054c734ef53704835
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In Education
- Michelle Reininger
- Matthew Ronfeldt
- Marit Ulvik
- Zhengdong Gan
- Kari Smith
- Angi Malderez
- P. Tomlinson
- A. Hobson
Citations in the corpus
- Mentoring beginning teachers: What we know and what we don't (2009, background): “…behind its introduction, namely that of reducing theory–practice dualism amongst beginning teachers and helping mentees to recognise the relevance of and make more effective use of ‘theoretical’ work covered in their ITP programmes (Bullough, 2005; Graham, 2006; Hascher, Cocard, & Moser, 2004).”
- What characterises a good practicum in teacher education? (2011, background): “Graham (2006) describes two extreme kinds of mentors: the maestro and the mentor.”
- Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence? (2010, background): “As reported by Graham (2006), the conditions of affective engagement with teaching and learning, cognitive involvement that includes dialogue and reflection about practice and shared responsibility for learning, mentoring, and organizational structures, policies, and procedures are among the…”
- Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face? (2013, background): “Although there has been a considerable amount of research on teacher learning in the general education field (e.g., Tang, 2002; Graham, 2006; Allen, 2009; O’Neill & Stephenson, 2012), in English language teaching there is a paucity of data on what exactly takes place during field experiences,…”
- More or Better Student Teaching (2012, background): “Cooperating teachers can also providementorship beyondmodeling (Glenn, 2006; Graham, 2006; Street, 2004; Yendol-Hoppey, 2007), including feedback critical to student teacher learning (Conderman, Morin, & Stephens, 2005; Fernandez & Erbilgin, 2009).”