Leadership, cooperating teachers, and successful student teaching

The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers ( N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance as predictors of student teacher success. I constructed ranked lists for each demographic grouping of respondents by the mean score for each item, and these lists were examined using a method put forward by Teachout. Results revealed that the highest-rated items regardless of demographic grouping variables were demonstrating appropriate social behavior, stress management, fostering appropriate student behavior, establishing a positive rapport with others, and enthusiasm. All participant groups rated personal traits, behaviors, and skills as most important; followed by teaching traits, behaviors, and skills; then musical traits, behaviors, and skills. Content analyses of open-ended questions revealed that no items had a universal meaning among participants in this study.

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How can physical education cooperating teachers prepare for their supervisory role during the student teaching experience?

Journal of Physical Education Recreation & Dance ◽

10.1080/07303084.2021.1844556 ◽

2021 ◽

Vol 92 (1) ◽

pp. 60-60

Author(s):

Hillary M. Franks

Keyword(s):

Physical Education ◽

Student Teaching ◽

Cooperating Teachers ◽

Teaching Experience

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Evaluation of the Clinical Professorship within a University TEC Model

Journal of Education ◽

10.1177/002205747515700405 ◽

1975 ◽

Vol 157 (4) ◽

pp. 40-53 ◽

Cited By ~ 4

Author(s):

William W. Wilen ◽

Richard D. Hawthorne

Keyword(s):

Teacher Preparation ◽

Student Teaching ◽

Professional Training ◽

Formative Evaluation ◽

Cooperating Teachers ◽

Training Programs ◽

Teaching Program ◽

Major Purpose ◽

Traditional Student ◽

Data Analyses

Three years ago Kent State began making the transition from a traditional student teaching program to the Teacher Education Center approach. The major purpose was to bring together school and university people in a parity relationship to jointly plan, implement and evaluate the field-based components of professional training programs. As Kent State moved into the center approach, the responsibilities of student teaching supervisors began to change significantly. This prompted a redefinition of the role and title change to clinical professor. Last year the analysis of the data received from a comprehensive formative evaluation effort of our TEC program was completed. A major component of the assessment was the in-depth examination of the clinical professorship as perceived by TEC administrators, cooperating teachers, associate teachers and clinical professors. The data, analyses, and implications are reported in this manuscript. A major overall implication of the findings is that the clinical professor is the critical linkage between school and university in teacher preparation.

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