Cooperating Teachers’ Best Practices for Mentoring #3: Professional Support
Aerial view of a person igniting a prescribed fire along a fire line. Closer to the camera there are flames and dark smoke, and farther away there is only white smoke, rising away from the fireline, with a few trees poking up through it..
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Keywords

mentoring
cooperating teacher
student teacher
internship
Agricultural Education
school-based agricultural education

Categories

How to Cite

Nesbitt, Heather R., and Debra M. Barry. 2022. “Cooperating Teachers’ Best Practices for Mentoring #3: Professional Support: WC422/AEC761, 10/2022”. EDIS 2022 (5). https://doi.org/10.32473/edis-wc422-2022.

Abstract

This publication series serves to guide cooperating teachers and those who support cooperating teachers in becoming effective mentors. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication will break down the major areas of professional support and provide real-world examples of how cooperating teachers can implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry.
https://edis.ifas.ufl.edu/wc422

https://doi.org/10.32473/edis-wc422-2022
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References

Alemdag, E., & Simsek, P. O. (2017). Pre-service teacher’s evaluation of their mentor teachers, school experiences, and theory-practice relationship. International Journal of Progressive Education, 13(2), 165–179. https://ijpe.inased.org/makale_indir/244

Barry, D. (2019). Evaluation of student teacher supervision and mentoring through the preparations and assistance for cooperating teachers (PACT) program for assisting and supporting agriscience cooperating teachers in Florida (Publication No. 27546454) [Doctoral dissertation, University of Florida]. ProQuest Dissertations Publishing.

Edgar, D. W., Roberts, T. G., & Murphy, T. H. (2011). Exploring relationships between teaching efficacy and student teacher – cooperating teacher relationships. Journal of Agricultural Education, 52(1), 9–18. https://doi.org/10.5032/jae.2011.01009

Kasperbauer, H. J., & Roberts, T. G. (2007). Changes in student teacher perceptions of the student teacher-cooperating teacher relationship throughout the student teaching semester. Journal of Agricultural Education, 48(1), 31–41. https://doi.org/10.5032/jae.2007.01031

Roberts, T. G. (2006). Developing a model of cooperating teacher effectiveness. Journal of Agricultural Education, 47(3), 1–13. https://doi.org/10.5032/jae.2006.03001

Rocca, S. J. (2005). Predicting preservice agriculture teachers’ intentions to teach utilizing person inputs, contextual influences, teacher efficacy, and outcome expectations (Publication No. 3178030). [Doctoral dissertation, University of Florida]. ProQuest Dissertations & Theses Global.

University Center for Teaching and Learning. (2022). Classroom observations. University of Pittsburgh. https://teaching.pitt.edu/assessment-of-teaching/classroom-observations/#Why-might-you-want-classroom-observations-performed-by-teaching-consultants

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