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ERIC Number: EJ1002236
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1090-1027
Preparing Classroom Teachers to Be Cooperating Teachers: A Report of Current Efforts, Beliefs, Challenges, and Associated Recommendations
Baum, Angela C.; Korth, Byran B.
Journal of Early Childhood Teacher Education, v34 n2 p171-190 2013
A significant focus in the literature related to the preparation of early childhood teachers is the increasing emphasis on quality field-based experiences. Central to the effectiveness of these experiences is a cooperating teacher who is prepared with the necessary skills to provide prospective teachers with a powerful learning opportunity. Despite this recognition in the literature, research is limited on what early childhood teacher education programs are actually doing to prepare classroom teachers to function in this capacity. The nature and purpose of this preparation and support must be carefully examined in order to identify key features that will truly enhance the ability of these teachers to provide the type of mentoring that leads to quality field experiences. Thus, the purpose of this study is to report survey results from 62 early childhood teacher education faculty regarding their efforts in preparing cooperating teachers to work with preservice teachers. Recommendations based on these findings and the professional literature are offered. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A