ERIC Number: EJ1173623
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Coordinating Effective Field Experiences: Recommendations for Cooperating Teachers
McEntyre, Kelsey; Baxter, Deborah; Richards, K. Andrew R.
Journal of Physical Education, Recreation & Dance, v89 n3 p9-16 2018
The role of the cooperating teacher is an integral component of field-based teacher education because the cooperating teacher can bridge the gap between the knowledge developed on campus during physical education teacher education and preservice teachers' field-based learning experiences leading up to and including student teaching. In order to understand the function of the cooperating teacher, it is necessary to evaluate the relationship between cooperating teachers, preservice teachers, and physical education teacher education faculty members. Through the lens of occupational socialization theory, the purpose of this article is to explore best practices for coordinating field experiences with a focus on the role of the cooperating teacher. A conceptual model for understanding how coordinated efforts promote successful socialization is provided, and practices for effective supervision are discussed. The importance of congruence between the cooperating teacher and teacher education faculty members is stressed through this process.
Descriptors: Field Experience Programs, Cooperating Teachers, Teacher Effectiveness, Physical Education Teachers, Physical Education, Teacher Education Programs, Preservice Teachers, Preservice Teacher Education, Student Teaching, Student Teachers, Socialization, Acculturation
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A