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Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?

Laverick, Vincent T
http://orcid.org/0000-0002-7889-5487
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098

Abstract Details

2016, Doctor of Education (Ed.D.), University of Findlay, Education.
With increased standards and updated teacher evaluation procedures, in-service teachers have expressed concern about working with student teachers. Using Rodgers (2002) framework for reflection, two research questions were developed to measure the impact of student teachers on the reflective practices of cooperating teachers: Does a student teacher cause a cooperating teacher to be more reflective? and Does a student teacher cause the cooperating teacher to have a greater amount of reflective moments? Data from five teachers who completed surveys and 4 who completed interviews were used to answer the research questions in a qualitative study. The results indicated an inconclusive result in addressing Does a student teacher cause a cooperating teacher to be more reflective? In addition, the second question, Does a student teacher cause the cooperating teacher to have a greater amount of reflective moments?, was answered with a negative response. However, there were two unintended findings. The findings showed in-service teachers, who participated in the study, do not understand the meaning and process of reflection. Also, the in-service teachers repeatedly referred to metacognitive practices rather than reflective practices while evaluating their personal teaching. An argument was established to educate in-service teachers on the effective practice and process of reflection for improved teacher performance. Also, a link was made between metacognition and reflection and how the two processes used in tandem can inform the other.
Christine Denecker, Ph.D. (Committee Chair)
Julie McIntosh, Ed.D (Committee Member)
Gayle Trollinger, Ph.D. (Committee Member)
150 p.
Education; Educational Theory
student teacher; cooperating teacher; reflection; metacognition; pre-service teachers; inservice teachers; teacher intern; reflective practices

Recommended Citations

Citations

  • Laverick, V. T. (2016). Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective? [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098

    APA Style (7th edition)

  • Laverick, Vincent. Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective? 2016. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098.

    MLA Style (8th edition)

  • Laverick, Vincent. "Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?" Doctoral dissertation, University of Findlay, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098

    Chicago Manual of Style (17th edition)

findlay1460807098
436
© 2016, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.