ERIC Number: ED282852
Record Type: RIE
Publication Date: 1987-Apr-24
Reference Count: 0
Cooperating Teachers as Instructional Supervisors: The Effects of Their Preparation on the Quality of the Student Teaching Experience.
Killian, Joyce E.; And Others
This study expands a previous longitudinal study. The field experiences of students placed with trained and untrained cooperating teachers were compared by analyzing records of time spent in various classroom activities, planning, and conferencing. Subjects were 35 elementary and secondary education student teachers participating in a 16-week student teaching semester in a rural school district. Seventeen student teachers were placed with trained cooperating teachers; 18 were with untrained cooperating teachers. The subjects kept daily records of the amount of time they spent on observation, full- and small-group teaching, tutoring, and supervisory duties. Taped interviews at mid- and end-of-semester yielded data about lesson planning and conferences with cooperating teachers. Following a brief description of the training program for cooperating teachers, the major activities of the student teachers and data gathered from interviews are discussed. It is noted that elementary teachers were disproportionately represented in the trained sample and thus created an imbalance in the analysis of the comparative effect of grade level. Support was found for the assertion that training for cooperating teachers helps to prepare them for their role. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).