Associate Teachers in Pre-service Education: Clarifying and enhancing their role

By C. Beck, Clare Kosnik. 2000

200 citations recorded by the source corpus.

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In Education

Citations in the corpus

Transforming the existing model of teaching practicum: a study of Chinese EFL student teachers' perceptions (2010, background): “Beck and Kosnik ( 2000 , 2002 ) propose a sound, shared approach to teaching and learning between cooperating teachers and university faculty.”
Components of a Good Practicum Placement: Student Teacher Perceptions. (2002, background): “In practice, however, even associate teachers are often more distant with their student teachers than they realize, not in fact setting them at ease (Beck & Kosnik, 2000).”
Emotional intelligence and mentoring in pre‐service teacher education: a literature review (2006, background): “Ever aware of the importance of exam results, mentors ‘protect’ exam classes from exposure to trainees, for example, and innovation by trainees may be frowned upon as being too risky (Beck & Kosnik, 2000 ).”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “Therefore, it can be claimed that the warmth, acceptance and satisfactory conditions offered to these newcomers may determine not only their growing sense of ‘belonging’ but also (partially) their self-fulfilment regarding the teaching profession or the reasonable sense of professional identity ackn”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “Research suggests that conflicting role expectations, or lack of clarity of such roles, might result in unsuccessful mentoring relationships (Beck and Kosnik 2000, Rajuan et al. 2007).”
The practicum in preservice teacher education: a review of empirical studies (2013, background): “Some of the mentors refused to take part in the preparatory program for mentors (Beck & Kosnik, 2000).”
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity (2015, background): “…can inform the development of teacher identity in preservice teachers by instilling in them a sense of confidence, power and agency (Liu & Fisher, 2006; Ticknor, 2014; Williams, 2010) or, conversely, inhibiting the development of their voice (Beck & Kosnik, 2000; Patrick, 2013; Pittard, 2003).”
Teaching practice in Initial Teacher Education: its impact on student teachers' professional skills and development (2005, background): “Taking into account the ‘transversality’ of these skills and the current difficulties of finding a teaching position in Portugal, 4 these skills turn out to be even more important, representing a ‘passport’ for a possible entrance of these young adults in a broader labour market. ”
Mentoring beginning teachers: What we know and what we don't (2009, background): “…(Malderez et al., 2007); some primary and secondary phase ITP mentors in England had been reluctant to let their trainees take on responsibilities in the classroom; and Beck and Kosnick (2000) concluded that many mentors in their study did not give their mentees sufficient ‘freedom to innovate’.”
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): “…PSTs (and beginning teachers) struggle not only with their teaching practice (Poulou, 2007), but also with emotional and psychological (e.g., Beck & Kosnik, 2000) as well as motivational aspects of teaching (e.g., self-efficacy, see Holzberger et al., 2013; Woolfolk Hoy & BurkeSpero, 2005).”