An Alternative Approach to the Traditional Internship

Authors

Basil M. Conway, Columbus State UniversityFollow
David Erikson, University of MontanaFollow
Christopher Parrish, University of South AlabamaFollow
Marilyn Strutchens, Auburn UniversityFollow
Jennifer Whitfield, Texas A & M University - College StationFollow

Document Type

Article

Publication Date

2019

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Conway, Basil M.; Erikson, David; Parrish, Christopher; Strutchens, Marilyn; and Whitfield, Jennifer (2019) "An Alternative Approach to the Traditional Internship," Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 13: Iss. 1, Article 3.
DOI: 10.20429/gamte.2019.130103
Available at: https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol13/iss1/3