TY - JOUR
T1 - The Capabilities of Cooperating Teachers in USA Schools for Communicating Knowledge About Teaching
AU - Olson, Pennie M.
AU - Carter, Kathy
N1 - Funding Information:
This research was funded, in part, by a grant from the United States Department of Education, Office of Educational Research and Improvement (Contract No. 400-85-1059). The opinions expressed herein do not necessarily reflect the position of OERI and no official endorsement by the office should be inferred.
Funding Information:
The results reported in this paper were part of a teacher education improvement and demonstration project funded by the United States Department of Education, Office of Educational Research and Improvement (OERI). The project was designed to improve the student teaching component of preservice teacher education by focusing on the selection and training of cooperating teachers.
PY - 1989/1/1
Y1 - 1989/1/1
N2 - This study examines the classroom knowledge of experienced teachers and the ways that this knowledge is articulated to preservice teachers. The 36 teachers in this study, 18 elementary and 18 secondary, were placed on the basis of four selection instruments designed by a school-university task force to assess cooperating teachers’ knowledge about teaching tasks and common pedagogical problems. Comparisons of recommendation, status and quality of teacher responses reveal notable differences among the cooperating teachers. These differences result in contrasting views about teachers’ suitability for the role of cooperating teacher and suggest that placement potentially influences the substance, quality and opportunity offered by the student teaching experience.
AB - This study examines the classroom knowledge of experienced teachers and the ways that this knowledge is articulated to preservice teachers. The 36 teachers in this study, 18 elementary and 18 secondary, were placed on the basis of four selection instruments designed by a school-university task force to assess cooperating teachers’ knowledge about teaching tasks and common pedagogical problems. Comparisons of recommendation, status and quality of teacher responses reveal notable differences among the cooperating teachers. These differences result in contrasting views about teachers’ suitability for the role of cooperating teacher and suggest that placement potentially influences the substance, quality and opportunity offered by the student teaching experience.
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U2 - 10.1080/0260747890150203
DO - 10.1080/0260747890150203
M3 - Article
AN - SCOPUS:0011658872
SN - 0260-7476
VL - 15
SP - 113
EP - 131
JO - Journal of Education for Teaching
JF - Journal of Education for Teaching
IS - 2
ER -