ERIC Number: ED408279
Record Type: RIE
Publication Date: 1997-Mar
The Contribution of Service as a Cooperating Teacher and Mentor Teacher to the Professional Development of Teachers.
This study is based on a survey of classroom teachers who identified themselves as having served at least once as a cooperating teacher for a student teacher and at least once as a mentor for a beginning teacher in a formal mentoring program for beginning teachers. Analysis of the study data, based on 157 usable surveys and follow-up interviews with 19 teachers, indicated that the roles of cooperating teacher and mentor are important ones for classroom teachers who have served in both capacities--study participants had served in these roles almost 10 times by mid-career. This pattern also suggests that limited extrinsic incentives for cooperating teachers and mentors may be more than offset by intrinsic incentives. These teachers also claimed to understand the roles of cooperating teacher and mentor, and generally felt prepared and supported in carrying them out, in spite of the fact that only about two-thirds of them had received any formal training. Study findings suggested that being a cooperating teacher and a mentor makes a substantial positive difference in the careers of teachers. (Contains 32 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).