Encourage unstructured verbal communication between cooperating and student teachers during student teaching¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy directs teacher development programs to foster informal, unstructured verbal feedback from cooperating teachers to student teachers throughout the placement, rather than imposing structured communication instruments or peer pairings. The authors state that "unstructured verbal communication betw een cooperating and student teacher should be encouraged throughout the student teaching experience," because verbal feedback was positively correlated with efficacy while a structured communication tool was detrimental. Programs should also consider the number of courses a student teacher can successfully facilitate.

Design Implications¶

Context¶

Requirements¶

• A cooperating teacher who provides regular verbal feedback to the student teacher

Constraints¶

• Structured communication tools and pairing two student teachers in one placement showed no benefit and, in the structured case, harm

Target Learners¶

• student teachers in agricultural education
• cooperating teachers

Target Learning Goals¶

• developing teaching self-efficacy during student teaching

Affordances¶

• Bandura Four Self Efficacy Building Experiences

Related Strategies¶

• Foster community in counsellor education through student organizations, common space, collegial feedback, and rewards for mutual support

Examples¶

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Key Sources¶

• McKim, A. J., & Velez, J. J. (2016). An Evaluation of the Self-Efficacy Theory in Agricultural Education. Journal of Agricultural Education, 57(1), 73-90. https://doi.org/10.5032/jae.2016.01073