A Research Study On School And University, And The Quality Of The Mentor Process

1240 Words Aug 10th, 2015 5 Pages
There are a variety of common programs universities use for teacher preparation and most can be successful provided there implemented with fidelity. The most common methodology besides the content requirements is the clinical experience. University programs hope by exposing pre-service teachers to the day to day activities while shadowing a mentor (Akalin & Sucuoglu, 2015) or cooperating teacher, pre-service teachers will develop instructional and classroom management skills that will allow them to become effective teachers. Studies suggest there are several different methodologies to clinical experiences and the collaboration between school and university, and the quality of the mentor process during the pre-service phase can predict teachers effectiveness in the classroom, especially with classroom management.
The primary purpose of clinical teaching is to provide pre-service teachers opportunities to be assessed through many observations using different behavioral strategies (Monroe et al, 2010). Unfortunately, teacher report a lack of opportunities to experiment and take risks with classroom management and often find themselves just mimicking what their cooperating teacher as shown them. In addition, teachers find they are often competing with the cooperating teachers’ philosophy of behavioral management and the universities suggested programming (Putman, 2009), which leaves the pre-service teacher feeling anxious and afraid to speak up.
Consequently, they follow…

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