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Conditions for successful field experiences: Perceptions of cooperating teachers
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“However, quality practicum experiences are dependent on two key components, namely the expertise of the mentor teacher(s) and the suitability of the sites in which the experience is gained (Graham, 2006).”
From Mentoring and preparing primary school mathematics teachers (2020) · cites this paper as Graham, 2006
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Metadata
- Authors
- Graham, B.
- Affiliations
- Ball State University (US)
- Corresponding author
- Graham, Barbara
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2006-11
- Volume
- 22
- Issue
- 8
- Pages
- 1118-1129
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2001940723
- Cited by
- 201
- References
- 16
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 9 · 2023: 12 · 2022: 7 · 2021: 4 · 2020: 15 · 2019: 19 · 2018: 16 · 2017: 13 · 2016: 18 · 2015: 18 · 2014: 10 · 2013: 13 · 2012: 10
- FWCI
- 22.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Physical Education and Pedagogy
- Keywords
- cooperating teachers, professional development schools, teacher preparation, practicum, teacher mentoring, MAESTRO, mentor role, organizational structure, secondary education, teacher perceptions
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