Improving Preservice Teachers' Feelings of Preparedness to Teach Through Recruitment of Instructionally Effective and Experienced Cooperating Teachers: A Randomized Experiment

被引：18

作者：

Ronfeldt, Matthew ^{[1
]}

Bardelli, Emanuele ^{[1
,2
]}

Truwit, Matthew ^{[3
]}

Mullman, Hannah ^{[1
,2
]}

Schaaf, Kevin ^{[4
]}

Baker, Julie C. ^{[5
]}

机构：

[1] Univ Michigan, Educ Studies, Ann Arbor, MI 48109 USA

[2] Univ Michigan, Causal Inference Educ Policy Res Predoctoral Trai, Sch Educ, Ann Arbor, MI 48109 USA

[3] Univ Michigan, Stat, Ann Arbor, MI 48109 USA

[4] Tennessee Dept Educ, Res & Evaluat, Nashville, TN USA

[5] Tennessee Technol Univ, Coll Educ, Cookeville, TN USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2020年 / 42卷 / 04期

关键词：

student teaching; teacher education; development; clinical education; mentoring; experimental design; factor analysis; regression analyses; SCHOOL;

D O I：

10.3102/0162373720954183

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

New studies show that the instructional effectiveness of preservice candidates and their cooperating teachers are positively related. However, we neither know if these relationships are causal nor, assuming they are, if it is possible to significantly increase the instructional effectiveness of the cooperating teacher pool. In this study, we randomly assign districts to receive recommendation lists (generated using administrative data) for the recruitment of more promising cooperating teachers. Districts receiving lists recruited significantly more effective/experienced cooperating teachers, while candidates placed in these districts felt significantly better prepared to teach. As a result, this study offers an innovative, low-cost strategy for recruiting effective/experienced cooperating teachers and presents the first causal estimates that more effective/experienced cooperating teachers improve candidates' preparedness to teach.

引用

页码：551 / 575

页数：25