ERIC Number: EJ1020685
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Cooperating Teachers' Role in Preparing Preservice Special Education Teachers: Moving beyond Sink or Swim
Roberts, Carly A.; Benedict, Amber E.; Thomas, Rachel A.
Intervention in School and Clinic, v49 n3 p174-180 Jan 2014
Practicum experiences, a crucial component of preservice teacher preparation, help establish the foundational knowledge and skills necessary for beginning special education teachers (SETs). Preservice SETs need cooperating teachers (CTs) who support preservice SETs in proper emotional development (i.e., feeling like a teacher), who can model and support preservice teachers in the development of effective practices (i.e., acting like a teacher), and who promote the cognitive processes involved in instructional decision making (i.e., thinking like a teacher). When CTs are mindful of the learning needs of beginning special education teachers while also embracing the knowledge and skills they can bring to the partnership, they are more likely to help preservice teachers develop the skills needed to succeed on their own. This article presents strategies from the literature that CTs can use to effectively support their preservice SETs as they begin to feel, act, and think like a teacher.
Descriptors: Cooperating Teachers, Teacher Role, Preservice Teachers, Special Education Teachers, Special Education, Beginning Teachers, Faculty Development, Teacher Effectiveness, Cognitive Processes, Decision Making, Teaching Skills, Field Experience Programs, Practicums, Emotional Development, Interprofessional Relationship, Scaffolding (Teaching Technique), Critical Thinking, Reflection, Teacher Evaluation
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A