Strengthening the Role of Cooperating Teachers

1988 ◽  
Vol 61 (7) ◽  
pp. 312-314
Author(s):  
Barbara Neufeld ◽  
Alma Exley ◽  
Cynthia Jorgensen
Keyword(s):  
Cooperating Teachers

Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers

1996 ◽  
Vol 26 (3) ◽  
pp. 271-281 ◽  
Author(s):  
Kathryn Scantlebury ◽  
Ellen Johnson ◽  
Scott Lykens ◽  
Rennie Clements ◽  
Susan Gleason ◽  
...  
Keyword(s):  
Cooperating Teachers ◽  
Pivotal Role

scholarly journals O papel do professor cooperante no contexto da formação de professores de Educação Física: A perspetiva dos professores cooperantes

2017 ◽  
Vol 25 ◽  
pp. 7
Author(s):  
Teresa Maria Leandro Sousa Silva ◽  
Paula Maria Fazendeiro Batista ◽  
Amândio Braga Graça
Keyword(s):  
Physical Education ◽  
Professional Learning ◽  
Cooperating Teachers ◽  
Physical Education Teachers ◽  
Structural Elements ◽  
Relational Dynamics ◽  
Normative Documents ◽  
Higher Institutions

This study aimed to capture how cooperating teachers of physical education are positioned in the supervision role defined in the normative documents of the higher institutions and how they interpret their actions at school. Twenty-six cooperating teachers involved in initial training programs for physical education teachers of four public universities in Portugal were interviewed. For data analysis, the construction of situational maps (Clarke, 2003), based on two coding cycles (open and focused) were used to emerge and establish connections between the structural elements of training (Charmaz, 2006). The results indicate that the way that the cooperating teachers assume the role of mentors is guided by the normative documents and configured by the relational dynamics established with the faculty supervisor. The role that cooperating teachers assume are predominantly instrumental, of support and management of the pre-service teachers’ academic and professional learning. The partnership established between school and university based on a collaborative and complementary relationship had emerged as necessary and as a priority for the quality of the training process.

scholarly journals Mentoring Support of Cooperating Teachers: Insights from Filipino Practice Teachers

2021 ◽  
Vol 34 (1-3) ◽  
Author(s):  
Rudolf T. Vecaldo
Keyword(s):  
Cooperating Teachers ◽  
Instructional Process ◽  
Role Modelling ◽  
Mentoring Practices ◽  
Mixed Method Design ◽  
Practice Teaching ◽  
Sequential Explanatory Mixed Method ◽  
Mentoring Support ◽  
Personal Career

ABSTRACT The literature reveals the indispensable role of mentoring in practice teaching. However, little is known about the mentoring support the Filipino cooperating teachers (CTs) extended to their practice teachers (PTs). Also, no study has been conducted yet on mentoring using a constructively aligned scale with the Philippine Professional Standards for Teachers (PPST). Through sequential explanatory mixed-method design, this study determined the extent of CTs’ mentoring support from the viewpoint of the PTs. There were 840 PTs (680 females, 160 males) from a public university who participated in the survey using the Mentoring Practices Scale. Besides, 25 randomly selected PTs’ portfolios were content analysed to substantiate the quantitative data. Findings revealed that the CTs provided mentoring to a very great extent along with personal, career, professional knowledge, instructional process, and role modelling supports. Indeed, though preliminary research, this study serves as a take-off for strengthening the mentoring activities to benefit both Filipino CTs and PTs.

Examples of c/Critical Coaching: An Analysis of Conversation Between Cooperating and Preservice Teachers

2018 ◽  
Vol 69 (5) ◽  
pp. 493-507 ◽  
Author(s):  
Charlotte L. Land
Keyword(s):  
Preservice Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Cooperating Teachers ◽  
Linguistically Diverse ◽  
Critical Discourse ◽  
Teacher Education Programs ◽  
Power Structures ◽  
Similar Work

As student populations become culturally and linguistically diverse, mismatches between students and the mostly White teaching force create challenges for schools and teacher education programs. This article—drawing from the Coaching With CARE project and building on research valuing the role of cooperating teachers (CTs) in supporting critical, socially just teaching—examines c/Critical conversations between CTs and preservice teachers (PTs) to highlight ways CTs may bring critical understandings into mentoring work. Findings show that using tools like retrospective video analysis (RVA) and responsive critical discourse analysis (CDA) helped provide space for some CTs to engage in critical discussions of traditional power hierarchies within the classroom, the roles they and their students assume in societal power structures, and ways those understandings may affect their classroom teaching. The examples also demonstrate the challenges facing teacher educators who hope to engage in similar work and importance of professional development for CTs that includes critical reflection on their own identities and power.

There's a Student Teacher in my Centre: Cooperating Teachers’ Perspectives

1998 ◽  
Vol 23 (2) ◽  
pp. 36-45 ◽  
Author(s):  
Joy Goodfellow
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Field Experience ◽  
Cooperating Teachers ◽  
Early Childhood Teachers ◽  
Teacher Thinking ◽  
Field Placement ◽  
Teachers Perspectives ◽  
Changing Role

Recent research on teacher thinking and on the changing role of early childhood teachers has emphasised the importance of gaining insights into how practitioners themselves view their professional world. This article reports on a study which sought to express the voices of practising teachers who have the responsibility for student teachers during their field placement or practicum experience. The practicum is said to have a powerful influence on developing professionals, yet little is known about the experiences of the cooperating teachers who are responsible for student teachers at the field placement site. What is revealed are issues critical to the enhancement of university-based field experience programs. These issues warrant attention both within university-based field experience programs and within the context of increasing demands being placed on early childhood teachers.

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