Co-Teaching Versus Traditional Clinical Practice Models: The Perceived Role of the Cooperating Teacher

• In Event: 45.045 - Supporting Teachers to Support Students

Abstract

This study examines the perceived roles of the cooperating teacher during clinical practice according to the model of clinical practice used (co-teaching or traditional model). Qualitative data was collected from the teacher candidates, cooperating teachers, and college supervisors. Three major themes (management, modeling, and empowerment) constitute major findings for both models, but with varying emphases. This study identifies the major differences between the perceived roles according to the model utilized (co-teaching or traditional), and also recognizes the powerful, yet understated, influence modeling may have during clinical practice.

Authors

• Sara Joan Walsh, Wayne State College

• Gabriela Walker, National University