ERIC Number: ED394950
Record Type: RIE
Publication Date: 1995-Oct
Evaluation of Cooperating Teacher Effectiveness.
Connor, Kathy; Killmer, Nadine
Data were collected from 307 senior level student teachers over 3 semesters in rural and urban placements and from 78 cooperating teachers on the qualities they considered most important for cooperating teachers. Cooperating teachers also offered information about skills and practices that work successfully in the student teaching relationship. Both groups completed open-ended questionnaires, the results of which were categorized and responses listed in order of frequency. Findings indicated that selection would center on individuals with the ability to communicate and provide feedback and who are open to sharing their internal and external resources. Additional characteristics would include ability to provide a supportive environment, organization, enthusiasm, pedagogical knowledge, and flexibility. Formal, periodic cooperating teacher evaluation is recommended. Four suggestions are made for cooperative teacher training programs. First, a collaborative approach between colleges and school districts would give the cooperating teachers the increased respect and recognition they deserve. Second, inclusion of current research in cooperative teacher training would ensure that teachers are current with current teacher training methodology. Third, training in interpersonal communication skills should be provided, including developments and techniques in mentoring, counseling, conferencing, and observation of student teachers. Fourth, clearly stating expectations concerning effective qualities of students as well as cooperating teachers would improve the cooperating teacher-student teacher relationship which, in turn, would improve the student teaching experience. The program evaluation form, table of student teachers' views, table of cooperating teachers' views, and feedback forms are attached. (NAV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwest Educational Research Association (Chicago, IL, October 11-14, 1995).