Contrasts and Continuities in Supervisors’ and Cooperating Teachers’ Role Expectations

• In Event: Roundtable Session 1
  In Roundtable Session: Expectations and Perceptions About Student Teaching and Student Teachers

Abstract

Fifty-six supervisors from 13 programs (five universities) and 540 cooperating teachers from 91 schools were surveyed to identify similarities and differences in their expectations regarding their roles and each other´s role in supporting prospective teachers´ learning. Supervisors mainly focused on supporting group reflection and informing the discussion with student teachers with theoretical and methodological references. Cooperating teachers stressed supervisors´ role in providing individual feedback and direct observation of teaching performance. Greater agreement was found with respect to the role of cooperating teachers´ support for candidates teaching. However, they thought the scope of their role was broader. If not addressed, these disagreements may generate frustration and lessen the commitment of cooperating teachers.

Authors

• Horacio Walker, Universidad Diego Portales

• Felipe Maldonado, Universidad Diego Portales

• Carmen Montecinos, Universidad Catolica de Valparaiso

• Monica Cortez, Pontificia Universidad Catolica de Valparaiso