ERIC Number: ED153988
Record Type: RIE
Publication Date: 1978-Feb-2
Reference Count: 0
How Much Involvement in Student Teaching? A Study of Cooperating Teachers.
Kapel, David E.; Sadler, Edward J.
Cooperating teachers and college faculty were surveyed to determine (1) the role in field experiences which cooperating teachers presently perform, (2) the role they would perform in an ideal state, (3) discrepencies between supervisory faculty and cooperating teacher perceptions, and (4) replicability of the findings in another geographic area. Data was collected from 141 cooperating teachers, and all college supervisors, in a medium-sized, mid-American city and compared with data collected in a larger, eastern community. Most of the cooperating teachers saw their role in decision making and policy formation presently to be from "no involvement" to "slight involvement," and the ideal level to be between "slight" and "some" involvement. Faculty respondents viewed the cooperating teacher role as it presently is to be slightly higher than the role viewed by the cooperating teachers. They did not view a need for as high an "ideal" role of involvement for cooperating teachers as did the cooperating teachers themselves. Comparison of findings concerning present role perceptions with the Bush Study (1975) findings revealed consistency across geographic sites. It is concluded from the data that the role in field experiences that cooperating teachers see for themselves should involve an increase in all components, but that increase is not dramatically greater than their perception of current levels of input. College faculty feel that cooperating teacher input is greater than teachers' perceptions of that input, and further, do not feel that the cooperating teachers' role should increase in most areas. (MJB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting, Association of Teacher Educators (Las Vegas, Nevada, January 31-February 3, 1978)