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ERIC Number: ED320897
Record Type: RIE
Publication Date: 1990-Apr-16
Pages: 49
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Interactive, Collaborative Model of Inservice in Clinical Supervision: Cooperating Teachers Become Teacher Educators.
Alvine, Lynne B.
This interpretive study focused on the involvement of four cooperating teachers in the first year of a state funded, collaborative inservice project in clinical supervision sponsored jointly by a major state university and a small private college. Purposes were to describe these teachers' views of teaching and learning and to learn how the inservice project informed their work, especially with regard to their identity salience as teacher educators. Data collection consisted of interviews, observations, samples of written responses to project tasks, tapes of project sessions, and tapes of talk between student teacher and cooperating teacher. This paper describes the first year of the project and reports on two of the cases. The teachers in both case studies benefitted from the program and made plans for systematic induction of future student teachers into the school and classroom communities. A recommendation for other inservice programs for cooperating teachers is that some version of the "remembering one's own student teaching" task be included because such remembering helped teachers to be empathetic toward their student teachers. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17-20, 1990). Light type in author's abstract and p. 42 of document.