4CTM Category: Cooperating/mentor teachers
Articles
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Austin, P. (2000). Literary pen pals: correspondence about books between university students and elementary students. Reading Horizons, 40(4), 273–294.
- Bickmore, S. T., Smagorinsky, P., & O'Donnell-Allen, C. (2005). Tensions between traditions: The role of contexts in learning to teach. English Education, 38(1), 23-52.
- Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching: Theory and practice, 15(5), 541-561.
- Ferguson, J., & Brink, B. (2004). Caught in a bind: Student teaching in a climate of state reform. Teacher Education Quarterly, 31(4), 55-64.
- Foote, M. M., & Linder, P. E. (2000). What they know and believe about family literacy: Preservice and mentor teachers respond and reflect. Yearbook of the College Reading Association, 22, 159-176.
- Frambaugh-Kritzer, C., Stolle, E.P. (2011). (Re)conceptualizing Content Area Literacy: Encouraging pre-service and in-service teachers to Explore Interdisciplinary Instruction. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 144-155). Oak Creek, WI: Literacy Research Association Conference.
- Friedman, A. A., & Wallace, E. K. (2006). Crossing borders: Developing an innovative collaboration to improve the preparation of high school English teachers. Equity & Excellence in Education, 39, 15-26. http://dx.doi.org/10.1080/10665680500478668
- Gardiner, W. (2018). Rehearsals in clinical placements: Scaffolding teacher candidates' literacy instruction. The Teacher Educator, 53(4), 384-400.
- Gelfuso, A., & Dennis, D. V. (2017). Reproducing figured worlds of literacy teaching and learning: Examining the “Language-In-Use” of an inservice and preservice teacher enacting the practice of literacy planning. Action in Teacher Education, 39(1), 67-84.
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Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1–11. http://doi.org/10.1016/j.tate.2013.10.012
- Grisham, D. L., & Brink, B. (2000). Model Classrooms: A Theory to Practice Link for Preservice Teacher Education. Journal of Reading Education, 26(1), 1-8.
- Grisham, D. L., Laguardia, A., & Brink, B. (2000). Partners in professionalism: Creating a quality field experience for preservice teachers. Action in Teacher Education, 21(4), 27-40.
- Hail, C., Hurst, B., Camp, D., & Laughlin, J. (2015). Preservice Teachers' Perceptions of their Literacy Practicum Experiences. Journal Of Reading Education, 40(2), 13-18.
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Helfrich, S. R., & Bean, R. M. (2011). What matters: Preparing teachers of reading. Reading Horizons 50 (4), 241–62.
- Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
- Hoffman, J. V., Maloch, B., Mosley Wetzel, M., Taylor, L., Pruitt, A., Greeter, E., & Khan Vlach, S. (2014). Coaching with care in a preservice literacy teacher education program: A design/development study. Exploring the world of literacy: The Association of Literacy Educators & Researchers (ALER) yearbook, 36, 119-138.
- Howrey, S. (2016). Preparing Pre-service Teachers for TPCK in the Reading Content Area: Insights from an Action Research Study. Literacy Practice & Research, 41(2), 13-21.
- Hudson, P. & Millwater, J. (2008). Mentors' views about developing effective English teaching practices. Australian Journal of Teacher Education 33(5), 1-13. http://dx.doi.org/10.14221/ajte.2008v33n5.1
- Hughes, M. T., Parker-Katz, M., & Balasubramanian, A. (2013). Learning to teach literacy through collaborative discussions of student work. Teachers and Teaching: Theory and Practice, 19(5), 543-558.
- Ihmeideh, F. & Coughlin, C. (2015). The influence of student teachers on the perspectives of early childhood cooperating teachers regarding early reading instruction. Asia-Pacific Journal of Teacher Education, 43, 243-261. http://dx.doi.org/10.1080/1359866X.2014.934198.
- Sydnor, J. (2017). “I didn’t realize how hard it would be!”: Tensions and transformations in becoming a teacher. Action in Teacher Education, 39(2), 218-236.
- Johnson, G. (2001). Accounting for pre-service teachers' use of visual metaphors in narratives. Teacher Development: An International Journal of Teachers' Professional Development, 5(1), 119-140.
- Luttenegger, K. (2012). Explicit Strategy Instruction and Metacognition in Reading Instruction in Preservice Teachers’ Elementary School Classrooms. Journal of Reading Education, 37 (3), 13-20.
- Maloch, B., Mosley Wetzel, M., Hoffman, J., Taylor, L., Pruitt, A., Khan Vlach, S., & Greeter, E. (2015). The appropriation of the coaching with CARE model with preservice teachers: The role of community. Literacy Research: Theory, Method, and Practice, 64(, 339-358.
- McElhone, D. m., Hebard, H., Scott, R., & Juel, C. (2009). The Role of Vision in Trajectories of Literacy Practice Among New Teachers.Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 5(2), 147-158. doi:10.1080/17425960903306682
- Mitton-Kükner, J., & Murray Orr, A. (2018). A multi-year study of pre-service teachers’ literacy practices in the content areas: time epistemologies and indicators of stasis and growth. Pedagogies: An International Journal, 13(1), 19-35.
- Mosley Wetzel, M., Maloch, B., Hoffman, J., Taylor, L., Khan Vlach, S., & Greeter, E. (2015). Developing mentoring practices through video-focused responsive discourse analysis. Literacy Research: Theory, Method, and Practice, 64, 359-379.
- Nguyen, M. H., & Brown, J. (2016). Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia. Australian Journal of Teacher Education (Online), 41(8), 84.
- Perry, N. E., Hutchinson, L., & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23(1), 27–50.
- Sabatini McLoughli, A. & Maslak, M.A. (2003) Prospectiveteachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth, The Teacher Educator, 38:4, 267-284, DOI: 10.1080/08878730309555323
- Sanden, S. (2016). Negotiating discrepancies: Literacy instruction in the university classroom and the primary classroom. Literacy Practice & Research, 41(3), 30-37.
- Smagorinsky, P., Wright, L., Murphy-Augustine, S., O'Donnell-Allen, C., & Konopak, B. (2007). Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education, 58(1), 76-90. http://dx.doi.org/10.1177/0022487106295727
- Smagorinsky, P., Sanford, A. D., & Konopak, B. (2006). Functional literacy in a constructivist key: A nontraditional student teacher's apprenticeship in a rural elementary school. Teacher Education Quarterly, 33(4), 93-109
- Street, C. (2004). Examining learning to teach through a social lens: How mentors guide newcomers into a professional community of learners. Teacher Education Quarterly, 31(2), 7-24.
- Ticknor, A., & Cavendish, L. (2015). Bonded relationships: Supporting pre-service teachers to develop confidence and competency as elementary literacy educators. Teacher Development, 19(4), 520-534.
- Wang, J., & Odell, S. J.. (2003). Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom. The Elementary School Journal, 104(2), 147–174.
- Wold, L. S., & Reitsma, J. (2006). Preservice Literacy Teaching: An Opportunity to Develop Decision-Making Practices for Quality Instruction. Journal of Reading Education, 31(3), 11-20.
- Young, J. R., Scales, R. Q., Grisham, D. L., Dobler, E., Wosley, T. D., Smetana, L., Chambers, S. A.,… Yoder, K. K. (2017). Student teachers’ preparation in literacy: Cooking in someone else’s kitchen. Teacher Education Quarterly,74-97.
- Zanting, A., Verloop, N., & Vermunt, J. D. (2003). How do student teachers elicit their mentor teachers' practical knowledge? Teachers and Teaching: Theory and Practice, 9(3), 197-211.