The Cooperating Teacher

An Ambivalent Participant in Student Teaching

Research output: Contribution to journalArticle

70 Citations (Scopus)

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 - 1992
Externally publishedYes

Fingerprint

Teaching
teacher
student
student teacher
social isolation
instruction
energy
classroom
education

ASJC Scopus subject areas

  • Education

Cite this

The Cooperating Teacher : An Ambivalent Participant in Student Teaching. / Koerner, Mari.

In: Journal of Teacher Education, Vol. 43, No. 1, 1992, p. 46-56.

Research output: Contribution to journalArticle

@article{ebb544b6e8804edf88007f527176a00c,
title = "The Cooperating Teacher: An Ambivalent Participant in Student Teaching",
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.",
author = "Mari Koerner",
year = "1992",
doi = "10.1177/002248719204300107",
language = "English (US)",
volume = "43",
pages = "46--56",
journal = "Journal of Teacher Education",
issn = "0022-4871",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - The Cooperating Teacher

T2 - An Ambivalent Participant in Student Teaching

AU - Koerner, Mari

PY - 1992

Y1 - 1992

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84965470303&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84965470303&partnerID=8YFLogxK

U2 - 10.1177/002248719204300107

DO - 10.1177/002248719204300107

M3 - Article

VL - 43

SP - 46

EP - 56

JO - Journal of Teacher Education

JF - Journal of Teacher Education

SN - 0022-4871

IS - 1

ER -