{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/6222"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/6222","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Associate-Candidate Relationships: A Study of Teacher Education Field Experiences","abstract":"Past research has identified the importance of the relationship between teacher candidates and their associate teachers during field experiences. Through the research questions that framed the study, I sought to contribute to a growing understanding of how the associate teacher-teacher candidate relationship develops from the perspective of teacher candidates. Using an interpretive lens, I explored the associate teacher-teacher candidate relationships of 5 teacher candidates at a mid-sized university in Southern Ontario. In this instrumental multicase study, the 5 participants described 13 pairs of relationships with associate teachers who modeled varying practices. The qualitative data surrounding these case relationships were collected through a focus group and semistructured interviews. Participants’ responses were analyzed using axial coding and constant comparative analysis. Participants identified feedback, guidance, support, genuine interactions, and relationship dynamics as central to successful field experiences. Participants also suggested that associate teachers might be better supported in their role if they were offered increased professional development from the faculties of education that organize the field experiences. The findings documented offer a fresh perspective of the role of the associate teacher in successful teacher education programs, particularly as experienced by the 5 participants.","abstract_html":"Past research has identified the importance of the relationship between teacher candidates and their associate teachers during field experiences. Through the research questions that framed the study, I sought to contribute to a growing understanding of how the associate teacher-teacher candidate relationship develops from the perspective of teacher candidates. Using an interpretive lens, I explored the associate teacher-teacher candidate relationships of 5 teacher candidates at a mid-sized university in Southern Ontario. In this instrumental multicase study, the 5 participants described 13 pairs of relationships with associate teachers who modeled varying practices. The qualitative data surrounding these case relationships were collected through a focus group and semistructured interviews. Participants’ responses were analyzed using axial coding and constant comparative analysis. Participants identified feedback, guidance, support, genuine interactions, and relationship dynamics as central to successful field experiences. Participants also suggested that associate teachers might be better supported in their role if they were offered increased professional development from the faculties of education that organize the field experiences. The findings documented offer a fresh perspective of the role of the associate teacher in successful teacher education programs, particularly as experienced by the 5 participants.","abstract_has_math":false,"creators":["Holden, Mike"],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-04-02T14:39:13Z","date_published":"2015-04-02T14:39:13Z","updated_at":"2026-07-24T01:23:02Z","subjects":["Associate Teachers","Teacher Candidates","Field Experience","Teacher Education"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/6222","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Holden, Mike"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-04-02T14:39:13Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-02T14:39:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-04-02T14:39:13Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Associate Teachers","Teacher Candidates","Field Experience","Teacher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/6222"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Past research has identified the importance of the relationship between teacher candidates and their associate teachers during field experiences. Through the research questions that framed the study, I sought to contribute to a growing understanding of how the associate teacher-teacher candidate relationship develops from the perspective of teacher candidates. Using an interpretive lens, I explored the associate teacher-teacher candidate relationships of 5 teacher candidates at a mid-sized university in Southern Ontario. In this instrumental multicase study, the 5 participants described 13 pairs of relationships with associate teachers who modeled varying practices. The qualitative data surrounding these case relationships were collected through a focus group and semistructured interviews. Participants’ responses were analyzed using axial coding and constant comparative analysis. Participants identified feedback, guidance, support, genuine interactions, and relationship dynamics as central to successful field experiences. Participants also suggested that associate teachers might be better supported in their role if they were offered increased professional development from the faculties of education that organize the field experiences. The findings documented offer a fresh perspective of the role of the associate teacher in successful teacher education programs, particularly as experienced by the 5 participants."]},{"key":"dc:title","label":"Title","values":["Associate-Candidate Relationships: A Study of Teacher Education Field Experiences"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Holden, Mike"],"dc:date.accessioned":["2015-04-02T14:39:13Z"],"dc:date.available":["2015-04-02T14:39:13Z"],"dc:date.issued":["2015-04-02T14:39:13Z"],"dc:description.abstract":["Past research has identified the importance of the relationship between teacher candidates and their associate teachers during field experiences. Through the research questions that framed the study, I sought to contribute to a growing understanding of how the associate teacher-teacher candidate relationship develops from the perspective of teacher candidates. Using an interpretive lens, I explored the associate teacher-teacher candidate relationships of 5 teacher candidates at a mid-sized university in Southern Ontario. In this instrumental multicase study, the 5 participants described 13 pairs of relationships with associate teachers who modeled varying practices. The qualitative data surrounding these case relationships were collected through a focus group and semistructured interviews. Participants’ responses were analyzed using axial coding and constant comparative analysis. Participants identified feedback, guidance, support, genuine interactions, and relationship dynamics as central to successful field experiences. Participants also suggested that associate teachers might be better supported in their role if they were offered increased professional development from the faculties of education that organize the field experiences. The findings documented offer a fresh perspective of the role of the associate teacher in successful teacher education programs, particularly as experienced by the 5 participants."],"dc:identifier.uri":["http://hdl.handle.net/10464/6222"],"dc:language.iso":["eng"],"dc:subject":["Associate Teachers","Teacher Candidates","Field Experience","Teacher Education"],"dc:title":["Associate-Candidate Relationships: A Study of Teacher Education Field Experiences"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:02Z"}