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Exploring Chinese teachers' commitment to being a cooperating teacher in a university-government-school initiative for rural practicum placements

Exploring Chinese teachers' commitment to being a cooperating teacher in a... Faced with urban schools' reluctance to host student teachers on practicum because “student teachers disturb their teaching order”, Northeast Normal University in Changchun, China, collaborated with four rural provinces to develop a University-Government-School (UGS) initiative for rural practicum placements. To understand the teachers' commitment to this alternative approach to practicum placements, we posed the question: What motivates and challenges teacher participation in the UGS initiative? To provide answers, we drew on the recently developed Mentoring Profile Inventory – a 62-item inventory that captures teachers' motivations and challenges in supervising student teachers on practicum. Further, by comparing the UGS results with those of supervising teachers from three other countries, we were able to discern aspects of the UGS teachers' commitment that were particularly distinctive to the Chinese context. For example, UGS supervisors are significantly more motivated than their international counterparts to participate in the practicum because student teachers: act as a Reminder about Career Development; enable supervisors to have Time-Out to Monitor Pupil Learning; and they Promote Pupil Engagement. These results provide important baseline data for making sense of the UGS teachers' commitment to the practicum, for situating their responses within current educational reform efforts, and for determining their professional development needs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Journal of Education Taylor & Francis

Exploring Chinese teachers' commitment to being a cooperating teacher in a university-government-school initiative for rural practicum placements

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Exploring Chinese teachers' commitment to being a cooperating teacher in a university-government-school initiative for rural practicum placements

Abstract

Faced with urban schools' reluctance to host student teachers on practicum because “student teachers disturb their teaching order”, Northeast Normal University in Changchun, China, collaborated with four rural provinces to develop a University-Government-School (UGS) initiative for rural practicum placements. To understand the teachers' commitment to this alternative approach to practicum placements, we posed the question: What motivates and challenges teacher...
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Publisher
Taylor & Francis
Copyright
© 2014 National Institute of Education, Singapore
ISSN
1742-6855
eISSN
0218-8791
DOI
10.1080/02188791.2014.922050
Publisher site
See Article on Publisher Site

Abstract

Faced with urban schools' reluctance to host student teachers on practicum because “student teachers disturb their teaching order”, Northeast Normal University in Changchun, China, collaborated with four rural provinces to develop a University-Government-School (UGS) initiative for rural practicum placements. To understand the teachers' commitment to this alternative approach to practicum placements, we posed the question: What motivates and challenges teacher participation in the UGS initiative? To provide answers, we drew on the recently developed Mentoring Profile Inventory – a 62-item inventory that captures teachers' motivations and challenges in supervising student teachers on practicum. Further, by comparing the UGS results with those of supervising teachers from three other countries, we were able to discern aspects of the UGS teachers' commitment that were particularly distinctive to the Chinese context. For example, UGS supervisors are significantly more motivated than their international counterparts to participate in the practicum because student teachers: act as a Reminder about Career Development; enable supervisors to have Time-Out to Monitor Pupil Learning; and they Promote Pupil Engagement. These results provide important baseline data for making sense of the UGS teachers' commitment to the practicum, for situating their responses within current educational reform efforts, and for determining their professional development needs.

Journal

Asia Pacific Journal of Education – Taylor & Francis

Published: Jan 15, 2016

Keywords: Practicum; Cooperating Teacher; Mentoring; International Comparison; Rural Placement

References

  • Border crossings: Towards a comparative pedagogy
  • Professional development and teacher learning: Mapping the terrain
  • Actors and purposes in comparative education
  • Mentoring and the emotions
  • Characteristics of cooperating teachers
  • The nature and substance of cooperating teacher reflection
  • The mentoring profile inventory: An online professional development resource for cooperating teachers
  • Promoting versatility in mentor teachers' use of supervisory skills
  • Helping novices learn to teach: Lessons from an exemplary support teacher
  • What do mentors say about mentoring? 
  • Conceptions of teaching held by school science teachers in P.R. China: Identification and cross-cultural comparisons
  • Knowing from the inside: reflective conversations with and through the narratives of one cooperating teacher
  • Investigation about teaching practice of Normal universities' and colleges' students
  • Mentoring beginning teachers: What we know and what we don't
  • Supervision of student teachers: Practices of cooperating teachers prepared in a clinical supervision course
  • Developing practice through field experiences
  • Teacher preferences for training and compensation for field supervision
  • The cooperating teacher role and career development
  • Creativity and Chinese education reform
  • Employee commitment and motivation: A conceptual analysis and integrative model
  • How many students are in each classroom? 
  • Motivations and profiles of cooperating teachers: Who volunteers and why? 
  • The meaning of the moral imperative
  • Mentored learning to teach according to standards-based reform: A critical review
  • The reform of teaching practice in China