ERIC Number: ED429975
Record Type: RIE
Publication Date: 1999-Apr-23
Reciprocal Teaching and Learning: What Do Master Teachers and Student Teachers Learn from Each Other?
Lemlech, Johanna K.; Hertzog, Hillary H.
This study investigated what master teachers and student teachers learned from one another during reciprocal teaching. Data came from two exploratory case studies at elementary schools in southern California. The first study focused on the contributions of partner elementary student teachers to the professional development of their master teachers. It involved 16 elementary student teachers, their 8 master teachers, and 3 additional supervising teachers who did not have students at the time of the study. The second study involved 56 elementary student teachers at the end of their student teaching experience. It questioned what they believed were the strengths of their master teachers and how those strengths contributed to their personal professional development. The two studies spanned 1 academic year. Both studies used observation data, questionnaires, journal entries, and interview data. Findings fell into the following categories: professional development and interaction; tacit learning of how schools and classrooms ran; practice of generic and specific instructional models/strategies; translating knowledge from the disciplines into appropriate curriculum concepts, lesson planning, and assessment; practice of situational appropriate discipline; and classroom management. Student and master teachers found the partnering experiences positive and supportive and the feedback helpful. (Contains 21 references.) (SM)
Descriptors: Classroom Techniques, Collegiality, Cooperating Teachers, Discipline, Elementary Education, Elementary School Teachers, Faculty Development, Feedback, Higher Education, Master Teachers, Preservice Teacher Education, Reciprocal Teaching, Student Teachers, Teacher Improvement, Teacher Influence
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April 19-23, 1999).