ERIC Number: EJ745000
Record Type: Journal
Publication Date: 2006-Nov
Pages: 12
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0742-051X
EISSN: N/A
Conditions for Successful Field Experiences: Perceptions of Cooperating Teachers
Graham, Barbara
Teaching & Teacher Education: An International Journal of Research and Studies, v22 n8 p1118-1129 Nov 2006
In this study I have profiled the background experiences, academic preparation and perceptions of a small number of cooperating teachers in a secondary Professional Development School site about their experiences in successful practice. The results indicate that cooperating teachers have a depth of understanding of their role in the process and that they undertake the responsibility with clear expectations for the experience. The data reveal four conditions, some that are commonly known and some that extend the understanding of the role of cooperating teachers in teacher preparation, that support successful practice. The organizational structures of the particular PDS lay the foundation for the creation of zones of pedagogical construction. Most significant is the distinction between the conceptions and performance of maestros and mentors that emerges through their description of their roles.
Descriptors: Field Experience Programs, Teacher Attitudes, Cooperating Teachers, Teaching Experience, Teacher Role, Teacher Responsibility, Professional Development Schools, Mentors, Teacher Education, Secondary Schools, Theory Practice Relationship, College Preparation, Educational Background, Organizational Climate
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A