Supporting Cooperating Teachers as Efficacious Teacher Educators: Learning to Become Change Agents

• In Event: Poster Session 10
  In Poster Session: Innovations in Field Experiences

Abstract

Field experiences have long been considered an integral part of learning to teach. Yet, remarkably, there is very little research on the preparation of or support for cooperating teachers. This qualitative study explores the perceptions of three cohorts of cooperating teachers who participated in a graduate-level course designed to support their work as teacher educators. Teachers reported that they improved skills in cognitive coaching and enhanced their knowledge in differentiating between support, assessment, and evaluation. Teachers also expressed significant satisfaction in exploring their own teaching practice. Teachers expressed both rejuvenation and trepidation as they considered themselves in an expanded role as teacher educators. Meaningful professional development for cooperating teachers may be an important step in the professionalization of teaching.

Author

• Kelly A. Donnell, Roger Williams University