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Technology Mentoring: A Cooperating Teacher and Student Teacher Case Study
ARTICLE

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Action in Teacher Education Volume 28, Number 1, ISSN 0162-6620

Abstract

This study investigated the practice of a cooperating teacher preparing a student teacher to integrate technology into teaching and learning activities. Descriptive statistics and qualitative methods were used for data collection. Data were gathered from multiple venues during a semester-long student teaching experience. Sources included electronic transcripts from online discussion forums, transcripts of workshop discussions, transcripts of semistructured interviews with the cooperating teacher and student teacher, field notes, scores from a self-evaluation rubric assessing technology skills, and data from a final questionnaire. This case study provides descriptions of technology-mentoring practice from the perspective of both the cooperating teacher and the student teacher. Mentoring strategies included one-on-one tutoring, modeling, connecting technology use to the curriculum, establishing expectations, using questioning strategies, providing positive support, reciprocal mentoring, and posing challenges for the student teacher.

Citation

Grove, K., Odell, S. & Strudler, N. (2006). Technology Mentoring: A Cooperating Teacher and Student Teacher Case Study. Action in Teacher Education, 28(1), 85-93. Retrieved May 24, 2019 from .

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