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ERIC Number: ED264226
Record Type: Non-Journal
Publication Date: 1985-Apr-4
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Role Expectations for the Three Positions in the Student Teaching Triad.
Ratzlaff, Harold C.; Grimmett, Peter P.
The lack of clear consensus among cooperating teachers and university advisors about expectations for the student teacher role ties in closely with the confusion that currently exists about the respective supervisory roles. Student teaching continues in many programs to be structured around the traditional triad which has been characterized as lacking clear agreement about the roles played by each member. This paper reports a Canadian replication of American (1964-1971) research seeking to clarify role expectations for the student teaching triad. Subjects were classroom teachers, students enrolled in a teacher training program at the University of British Columbia, and the university faculty who act as field advisors. Results of the study revealed that while the advisors in the American study felt that cooperating teachers should not inform student teachers of the aims and objectives of teaching in the district, the Canadian advisors strongly endorsed the expectation that cooperating teachers initiate student teachers into the ethos and context of the district in which the practice teaching takes place. These different responses appear to reflect the general intellectual, moral, and cultural climate of the times rather than differences between American and Canadian cultures. The implications for teaching and teacher education of those tendencies to move from a more liberal and critial-reflective university-based program to a field-based, practitioner supervised, on-the-job training as the preferred form of teacher socialization are pointed out. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada