Brock Educational Journal: A Journal of Educational Research and Practice
pre-service teacher education, triumvirate, experiential learning, reflective practice, community of practice
The literature suggests that teacher candidates identify the field experience as a valued aspect of their pre-service education. In field experience, associate teachers are significant contributors to the success of the triumvirate relationship (associate teacher/teacher candidate/faculty advisor). A study was conducted using an anonymous questionnaire to explore, from the perspective of associate teachers, potential strategies and/or recommendations that may strengthen this relationship. The findings of the study, specifically related to the expectations concerning the role of the faculty advisor to support associate teachers, are presented. Reflective practice is discussed in terms of its relevance to the triumvirate relationship. The article concludes with a discussion of the implications of the findings in terms of strengthening the triumvirate relationship in teacher education.
Karen, Roland. (2010). Associate Teacher Perspectives of the Triumvirate Relationship in Teacher Education: The Role of Faculty Advisors. Brock Educational Journal: A Journal of Educational Research and Practice, 19 (2), 36-47.