Secondary mathematics cooperating teachers' perceptions of the purpose of student teaching

Journal of Mathematics Teacher Education

Volumn 13, Issue 2, 2010, Pages 99-119

  Leatham, Keith R ^a   Peterson, Blake E ^a  

^a BRIGHAM YOUNG UNIVERSITY   (United States)

Author keywords

Cooperating teachers; Mathematics teacher education programs; Mathematics teacher educators; Prospective mathematics teacher education; Student teaching

Indexed keywords

EID: 77952423946     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-009-9125-0     Document Type: Article

References (58)

1. Ainley, J., & Luntley, M. (2007). Towards an articulation of expert classroom practice. Teaching and Teacher Education, 23, 1127-1138.
2. Ambrose, R. (2004). Initiating change in prospective elementary school teachers' orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119.
3. Asiala, M., Brown, A., Devries, D. J., Dubinsky, E., Mathews, D., & Thomas, K. (1996). A framework for research and curriculum development in undergraduate mathematics education. In J. J. Kaput, A. H. Schoenfeld, & E. Dubinsky (Eds.), Research in collegiate mathematics education II (pp. 1-32). Providence, RI: American Mathematical Society.
4. Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11, 501-518.
5. Boudreau, P. (1999). The supervision of a student teacher as defined by cooperating teachers. Canadian Journal of Education, 24, 454-459.
6. Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42, 153-224.
7. Bullough, R. V., Jr., Young, J., Erickson, L., Birrell, J. R., Clark, D. C., Egan, M. W., et al. (2002). Rethinking field experience: Partnership teaching versus single-placement teaching. Journal of Teacher Education, 53(1), 68-80.
8. Clark, C. M. (2002). New questions about student teaching. Teacher Education Quarterly, 29, 77-80.
9. Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cocharn-Smith & K. M. Zeichner (Eds.), Studying teaching education: The report of the AERA panel on research and teacher education (pp. 309-424). Mahwah, NJ: Lawrence Erlbaum Associates.
10. Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42, 104-118.
11. Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. In M. Cocharn-Smith & K. M. Zeichner (Eds.), Studying teaching education: The report of the AERA panel on research and teacher education (pp. 69-109). Mahwah, NJ: Lawrence Erlbaum Associates.
12. Crosson, M., & Shiu, C. (1994). Evaluation and judgment. In B. Jaworski & A. Watson (Eds.), Mentoring in mathematics teaching (pp. 110-123). London: Falmer Press.
13. Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
14. Dewey, J. (1910). How we think. Boston: D. C. Heath & Co.
15. Dewey, J. (1938). Experience and education. New York: Simon & Schuster.
16. Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52, 17-30.
17. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
18. Field, B. (1994a). Supervision as socialisation. In B. Field & T. Field (Eds.), Teachers as mentors: A practical guide (pp. 46-62). London: Falmer Press.
19. Field, B. (1994b). The new role of the teacher-mentoring. In B. Field & T. Field (Eds.), Teachers as mentors: A practical guide (pp. 63-77). London: Falmer Press.
20. Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
21. Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill.
22. Grossman, P. (2005). Research on pedagogical approaches in teacher education. In M. Cocharn-Smith & K. M. Zeichner (Eds.), Studying teaching education: The report of the AERA panel on research and teacher education (pp. 425-476). Mahwah, NJ: Lawrence Erlbaum Associates.
23. Grove, K., Strudler, N., & Odell, S. (2004). Mentoring toward technology use: Cooperating teacher practice in supporting student teachers. Journal of Research on Technology in Education, 37, 85-109.
24. Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 514-534). New York: Macmillan.
25. Jaworski, B., & Gellert, U. (2003). Educating new mathematics teachers: Integrating theory and practice, and the roles of practising teachers. In A. J. Bishop, M. A. K. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (Vol. 2, pp. 829-875). Dordrecht, The Netherlands: Kluwer.
26. Joram, E. (2007). Clashing epistemologies: Aspiring teachers, practicing teachers, and professors beliefs about knowledge and research in education. Teaching and Teacher Education, 23, 123-135.
27. Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
28. Kahn, B. (2001). Portrait of success: Cooperating teachers and the student teaching experience. Action in Teacher Education, 22(4), 48-58.
29. Leatham, K. R. (2006). Viewing mathematics teachers' beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91-102.
30. Leatham, K. R., & Peterson, B. E. (2009). Purposefully designing student teaching to focus on students' mathematical thinking (submitted).
31. Leatham, K. R., Peterson, B., Norton, A., III, Galindo, E., & Wilson, P. (2008). Restructuring field experiences to focus on students' mathematical thinking. Presentation at the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Salt Lake City, UT, April.
32. Martinez, K. (1998). Supervision in preservice teacher education: Speaking the unspoken. International Journal of Leadership in Education, 1, 279-296.
33. Maynard, T., & Furlong, J. (1993). Learning to teach and models of mentoring. In D. McIntyre, H. Hagger, & M. Wilkin (Eds.), Mentoring: Perspectives on school-based teacher education (pp. 69-85). London: Kogan Page.
34. McIntyre, D. J., Byrd, D. M., & Foxx, S. M. (1996). Field and laboratory experiences. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 171-193). New York: Simon & Schuster Macmillan.
35. Metcalf, K. K. (1991). The supervision of student teaching: A review of research. Journal of Teacher Education, 47, 191-195.
36. Mitchell, J., Clarke, A., & Nuttall, J. (2007). Cooperating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia-Pacific Journal of Teacher Education, 35, 5-25.
37. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
38. Noddings, N. (1992). Professionalization and mathematics teaching. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 197-208). New York: Macmillan.
39. Noddings, N. (2003). Is teaching a practice? Journal of Philosophy of Education, 37, 241-251.
40. Odden, A., & Kelley, C. (2002). Paying teachers for what they know and do: New and smarter compensation strategies to improve schools (2nd ed.). Thousand Oaks, CA: Corwin Press.
41. Parker-Katz, M., & Bay, M. (2008). Conceptualizing mentor knowledge: Learning from the insiders. Teaching and Teacher Education, 24, 1259-1269.
42. Peterson, B. E., & Williams, S. R. (1998). Mentoring beginning teachers. Mathematics Teacher, 91, 730-734.
43. Philipp, R. A., Ambrose, R., Lamb, L. L. C., Sowder, J. T., Schappelle, B. P., Sowder, L., et al. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38, 438-476.
44. Rodgers, A., & Keil, V. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context. Teaching and Teacher Education, 23, 63-80.
45. Shulman, L. S., & Carey, N. B. (1984). Psychology and the limitations of individual rationality: Implications for the study of reasoning and civility. Review of Educational Research, 54, 501-524.
46. Simon, M. A. (2000). Research on the development of mathematics teachers: The teacher development experiment. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 335-364). Mahwah, NJ: Lawrence Erlbaum.
47. Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 319-369). Charlotte, NC: Information Age.
48. Tennehill, D., & Zakrajsek, D. (1988). What's happening in supervision of student teachers in secondary physical education. Journal of Teaching in Physical Education, 8, 1-12.
49. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. New York: Cambridge University Press.
50. van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24, 244-276.
51. Wang, J., & Odell, S. J. (2007). An alternative conception of mentor-novice relationships: Learning to teach in reform-minded ways as a context. Teaching and Teacher Education, 23, 473-489.
52. Wilson, P. S., Anderson, D. L., Leatham, K. R., Lovin, L. H., & Sanchez, W. B. (1999). Giving voice to mentor teachers. In F. Hitt & M. Santos (Eds.), Proceedings of the twenty-first annual meeting of the North American chapter of the international group for the psychology of mathematics education (Vol. 2, pp. 811-817). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
53. Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider's view from the outside. Journal of Teacher Education, 53, 190-204.
54. Wood, K. (2000). The experience of learning to teach: Changing student teachers' ways of understanding teaching. Journal of Curriculum Studies, 32, 75-93.
55. Zeichner, K. M. (1981). Reflective teaching and field-based experience in teacher education. Interchange, 12(4), 1-22.
56. Zeichner, K. M. (1985). The ecology of field experience: Toward an understanding of the role of field experiences in teacher development. Journal of Research and Development in Education, 18(3), 44-52.
57. Zeichner, K. M. (1986). The practicum as an occasion for learning to teach. The South Pacific Journal of Teacher Education, 14(2), 11-27.
58. Zeichner, K. M., & Conklin, H. G. (2005). Teacher education programs. In M. Cocharn-Smith & K. M. Zeichner (Eds.), Studying teaching education: The report of the AERA panel on research and teacher education (pp. 645-735). Mahwah, NJ: Lawrence Erlbaum Associates.