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ERIC Number: ED414260
Record Type: Non-Journal
Publication Date: 1997-Oct-18
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Training for Cooperating Teachers and University Supervisors in Their Role as Evaluators in Early Field Experiences.
Ramanathan, Hema; Wilkins-Canter, Elizabeth
This study investigated perceptions of cooperating teachers, university supervisors, and early field experience directors who were involved in supervising and evaluating preservice elementary teachers. It also addressed whether cooperating teachers and university supervisors were properly trained to be evaluators. Eight cooperating teachers, eight university supervisors, and seven field experience directors from midwestern universities participated. They completed three interview sessions where they (1) identified skills necessary for cooperating teachers and university supervisors as evaluators of early field experiences, (2) described training available to them, and (3) discussed ideal training programs. Results found that most cooperating teachers did not receive much professional development in evaluation, and that universities did not take the lead in providing it. Available training ranged from an introductory meeting to a three-credit course. Evaluators and administrators agreed that teachers would not welcome mandated training. Directors did not see much benefit to training cooperating teachers, though cooperating teachers recognized and appreciated the benefit of training. University supervisors received no training in evaluation or supervision, nor did they express a desire to be trained. Participants differed in the types of training they preferred. Directors were more involved in training cooperating teachers than were university supervisors. (Contains 12 references). (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A