The Cooperating Teacher: An Ambivalent Participant in Student Teaching

Research output: Contribution to journalArticle

72 Scopus citations

Abstract

Although the cooperating teacher is vital to student teaching, little has appeared in the professional literature about being a cooperating teacher. Journals of eight experienced elementary teachers who supervised student teachers were the primary data source for this study. Inductive analyses revealed several consequences of having student teachers: Interruption of instruction, teacher displacement, disruption of classroom routine, breaking teachers' isolation, and shifting of the teachers' time and energy. These findings challenge assumptions about field-based teacher education programs.

Original languageEnglish (US)
Pages (from-to)46-56
Number of pages11
JournalJournal of Teacher Education
Volume43
Issue number1
DOIs
StatePublished - Jan 1992

ASJC Scopus subject areas

  • Education

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