A Review of the Cooperating Teacher Literature: 1948-2011

• In Event: Innovations in Supervision: Explorations of the Relationship Between Teacher Candidate, Cooperating Teacher, and University Supervisor

Abstract

In conducting this review we found several episodic reviews but no overall temporal rendering of the CT literature without which, we argue, this field has suffered from unnecessary repetition and an uncertain knowledge base, both of which hamper the generative work that is constantly being sought after by educators and policy-makers alike. The review’s contributions are twofold: a temporal rendering of the CT literature across three dimensions that underpin CT participation (Preparatory, Procedural, and Personal); and eight qualitatively different categories of participation that represent, at minimum, the defining characteristics of CT practice (e.g., Conveners of Relation). The outcomes provide a landscape of the CT literature illustrative of its breath but too often its limited depth suggestive of future research directions.

Authors

• Anthony Clarke, The University of British Columbia

• Valerie Triggs, University of Regina

• Wendy S. Nielsen, University of Wollongong