Model versus Mentor: Defining the Necessary Qualities of the Effective Cooperating Teacher.

By Wendy J. Glenn. 2006

136 citations recorded by the source corpus.

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Citations in the corpus

The practicum in preservice teacher education: a review of empirical studies (2013, background): “In relations of this kind, the school required that (1) the preservice teachers become acquainted with the school reality: student populations, curricula, instructional materials, the many and varied teachers’ roles, and the teacher education program, recognize the school’s autonomy and role in prep”
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity (2015, background): “…that the role of mentor teachers (i.e. those who supervise preservice teachers in their practicum setting, Beck and Kosnik (2000)) in early professional development of preservice teachers (Chali es, Ria, Bertone, Trohel, & Durand, 2004; Glenn, 2006; Leshem, 2012; Martin, Snow, & Torrez, 2011).”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, methodology): “…Bray and Nettleton 2007, Ambrosetti and Dekkers 2010, Graves 2010), features of optimal mentoring relationships (Jacobi 1991, Beck and Kosnik 2002, Glenn 2006), student teachers’ and mentor teachers’ perceptions of their roles (Abell et al. 1995, Zanting et al. 2001, Beck and Kosnik 2002,…”
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).”