ERIC Number: ED350291
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Student Teachers' and Cooperating Teachers' Perspectives of Mentoring Functions: Harmony or Dissonance?
Enz, Billie J.; Cook, Susan J.
Instructional and psychological concerns of preservice and beginning teachers have been well documented; however, little research has been done on novice teachers' perceptions of cooperating teachers. This study investigates student and cooperating teachers' perceptions about the roles and functions of the cooperating teacher. The Cooperating Teachers' Functions Survey was administered to student teachers enrolled in the teacher preparation program at Arizona State University and to their cooperating teachers. The survey lists 14 functions, actions, and activities that a cooperating teacher might provide for a student teacher. The items reflect three distinct domains of concern demonstrated by student teachers: personal, instructional, and professional. Results suggest that cooperating teachers should demonstrate qualities of effective mentors. They should be caring, active listeners, sensitive to the views of others; they need to understand the comprehensiveness of the mentoring role and to offer candid, regular feedback in a supportive manner. Shared understandings of purpose between students and cooperating teachers can serve as a vehicle for facilitating dialogue between the veteran and the preservice teacher. A beneficial conversation between the cooperating and student teacher may result in an awareness of the perceived role of the cooperating teacher by both parties. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Arizona State University; Protege Mentor Relationship
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).