What the teaching perspectives of cooperating teachers tell us about their advisory practices

被引：39

作者：

Clarke, A

Jarvis-Selinger, S

机构：

[1] Univ British Columbia, Ctr Study Teacher Educ, Dept Curriculum Studies, Vancouver, BC V6T 1Z4, Canada

[2] Univ British Columbia, Dept Med, Div Continuing Med Educ, Vancouver, BC V6G 2C1, Canada

来源：

TEACHING AND TEACHER EDUCATION | 2005年 / 21卷 / 01期

关键词：

D O I：

10.1016/j.tate.2004.11.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study drew upon the recently developed Teaching Perspectives Inventory (TPI) to compare and contrast the teaching perspectives of cooperating teachers against a range of demographic data specific to cooperating teachers. The outcomes indicate, among other things, that a high percentage of cooperating teachers base their pedagogical relationship with learners upon a Nurturing perspective, that a Social Reform perspective among cooperating teachers is almost non-existent, and that a Transmission perspective is more prominent at the secondary school level than at other school levels. Collectively, the insights from this study provide one of the most comprehensive surveys of a single cohort of cooperating teachers reported in the literature. (C) 2004 Elsevier Ltd. All rights reserved.

引用

页码：65 / 78

页数：14