ERIC Number: ED377181
Record Type: Non-Journal
Publication Date: 1994-Oct-13
Reference Count: N/A
A Model for Improving the Preservice Teacher/Cooperating Teacher Diad.
Keller, Daniel L.; Grossman, John A.
Field experiences for preservice teachers are replete with problems including insufficient budgets and concerns about the dominance of the preservice teacher, cooperating teacher, and university supervisor triad. This paper advocates the development of a diadic model that would, through training, expand the supervisory role of the cooperating teacher and eliminate the role of the university supervisor. A literature review supported 13 elements for inclusion in a proposed diadic model. The elements were grouped into four thematic clusters: ability to develop teaching skills; communication; improvement of preservice teaching; and cognitive domain. A survey instrument rated teachers' perception of degree of importance and degree of teacher competence regarding each element. According to the data analysis, teachers rated importance slightly higher than competence and tended to rate their competence high in elements they thought to be important. The element receiving the least support for importance and competence was knowledge of adult learning theory. Providing meaningful feedback was rated highest in importance and knowledge of planning skills was rated highest in teacher competence. The proposed diadic partnership model, a field study instrument, and sources for content analysis are appended. (Contains 24 references.) (LL)
Descriptors: Cooperating Teachers, Elementary Secondary Education, Field Experience Programs, Higher Education, Literature Reviews, Models, Practicum Supervision, Preservice Teacher Education, Program Improvement, Student Teacher Supervisors, Student Teaching, Supervisor Qualifications, Supervisory Training, Teacher Attitudes, Teacher Responsibility, Teacher Supervision
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A