The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers

2007 ◽  
Vol 15 (3) ◽  
pp. 223-242 ◽  
Author(s):  
Maureen Rajuan ◽  
Douwe Beijaard ◽  
Nico Verloop
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Cooperating Teacher

scholarly journals Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher

2011 ◽  
pp. 7
Author(s):  
Gloria Vélez Rendón
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Power Relationships ◽  
Mentoring Relationship ◽  
Teaching Role ◽  
School Day ◽  
The One

The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and  Rand, Ch., 1996; Weber  Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.

Some Factors Related to Student Teacher Classroom Performance Following Microteaching Training

1977 ◽  
Vol 14 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Willis D. Copeland
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Significant Interaction ◽  
Cooperating Teachers ◽  
Training Programs ◽  
Cooperating Teacher ◽  
Classroom Performance ◽  
Teacher Training Programs ◽  
Frequency Counts ◽  
Teacher Classroom

The present study explored possible relationships between the intervention behaviors of cooperating teachers and the classroom exhibition by student teachers of skills’ acquired in microteaching training. Sixty-one teaching credential candidates engaged in student teaching were randomly assigned to positive and negative levels of three variables including microteaching training, training in supervision received by subjects’ cooperating teacher, and tendency of subjects’ cooperating teacher to exhibit the target teaching skill. The data, composed of frequency counts of subjects’ exhibition of the target skill in the classroom as recorded eight to twelve weeks following training, were analyzed using three-way ANOVA. Significant interaction effects were observed. Results are discussed in terms of implications for modification of teacher training programs.

scholarly journals Evaluation of Teaching Practicum at the College of Educational Sciences from the Viewpoints of Student Teachers at Al-Hussein Bin Talal University (AHU)

2018 ◽  
Vol 8 (2) ◽  
pp. 45
Author(s):  
Rima Aboomar ◽  
Sami AlJazi ◽  
Hassan Alhasanat
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Professional Competencies ◽  
Cooperating Teacher ◽  
Teaching Practicum ◽  
First Semester ◽  
Practicum Students ◽  
Weekly Meeting ◽  
Descriptive Survey ◽  
Academic Year

The purpose of this study was to evaluate the teaching practicum at the college of educational science at Al-Hussein Bin Talal University (AHU) from student teachers’ viewpoints. Descriptive survey research design was followed, in which 35 student teachers completed a questionnaire. The participants were student teachers who were enrolled in the practicum in the first semester of the 2016/2017 academic year. All the students were majoring in class teacher education. The questionnaire instrument consisted of 40 items that were grouped in four scales that include the roles of practicum supervisor, the roles of cooperating teacher, the roles of cooperating principal, and professional competencies. The results showed that the participants were satisfied with the practicum course. The results showed that the means of the participants’ responses to the questionnaire’s four scales, in descending order, were as the following: professional competencies (M = 4.56, SD=0.43), the roles of practicum supervisor (M = 4.55, SD=.67), the roles of cooperating principal (M = 4.36, SD=.56), and the roles of cooperating teacher (M = 4.28, SD=.62). Based on the findings, it was recommended that the practicum supervisors should provide the practicum students and cooperating teachers and principals with practicum guidebook that shows the responsibilities of each party in the teaching practicum. In addition, cooperating teachers and principals should make sure that the students know about the cooperating school’s system and regulations. Furthermore, the cooperating principal should be aware of the needs of practicum students through holding weekly meeting with them to identify the problems that might face these students during their practicum and to find the appropriate solutions to these problems.

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.

scholarly journals “It Just Works Better”: Introducing the 2:1 Model of Co-Teaching in Teacher Preparation

2018 ◽  
Vol 36 (2) ◽  
Author(s):  
Christina M. Tschida ◽  
Judith J. Smith ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
First Year ◽  
Cooperating Teacher ◽  
Teaching Standards ◽  
Professional Teaching

Many issues influence reform in teacher preparation including national accountability efforts, professional teaching standards, and local or regional factors. This study examines a rurally-located teacher education program’s efforts to reform clinical preparation through co-teaching. Researchers argue that their adaption of the typical one-to-one (1:1) model of co-teaching to a two-to-one (2:1) model, where two teacher candidates work collaboratively with one cooperating teacher, greatly enhances the student teaching experience. This phenomenological research describes the first year of implementation. Despite cooperating teacher concerns about teacher candidates being prepared for their own classrooms, student teachers learned valuable lessons in collaboration and co-planning, built strong relationships with peers and cooperating teachers, and greatly impacted K-6 student learning. Implications suggest a 2:1 co-teaching model of student teaching allows for fewer placements, which ultimately allows selection of quality cooperating teachers who mentor teacher candidates in powerful ways.  

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

ADHD and the role of medication: knowledge and perceptions of qualified and student teachers

2009 ◽  
Vol 24 (4) ◽  
pp. 423-436 ◽  
Author(s):  
Gazala Akram ◽  
A.H. Thomson ◽  
A.C. Boyter ◽  
Marion McLarty
Keyword(s):  
Student Teachers ◽  
Medication Knowledge
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