Work

An Alternative Approach to the Traditional Internship

Year: 2019

Type: article

Abstract: This paper reports the benefits and challenges of incorporating a paired-placement model at four different post-secondary teacher preparation programs in secondary mathematics education. The paired-placement model places two secondary mathematics clinical teachers with one mentor (or cooperating) teacher during their internship experience. Benefits exhibited were increased collaboration, more knowledgeable cooperating teachers, increased sense of community, teaming, pedagogical risk-taking, increased reflective practice, established natural professional learning communities, Plan-Do-Study-Act Cycle (PDSA), and increased accountability. Challenges found through the PDSA cycle include personnel issues, number of days teaching, perceived classroom management preparation, preparing university supervisors, mentors, and teacher candidates, and support for collaboration afterward.

Source: Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

DOI: 10.20429/gamte.2019.130103

Authors: Basil M Conway, David Erikson, Christopher Parrish, Marilyn Strutchens, Jennifer Whitfield

Institutions: Columbus State University, University of Montana, University of South Alabama, Auburn University, Texas A&M University

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W3039372816

FWCI:

Cites: 6

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Related to: 10