Investigating Cohorts as Constructors of Coherence in a Graduate Teacher Education Program

• In Event: Thinking Collaboratively About Teacher Education: Exploring Promising Practices in Program Design

Abstract

This paper investigates the use of cohort models in supporting program coherence and coherence-making by teacher candidates in a large graduate teacher education program at a research intensive university. Using qualitative data from over 500 open-ended surveys of teacher candidates, interviews with candidates, teacher educators and alumni, and document analysis, teacher candidates’ experiences of cohorts and coherence in the program are analyzed. Findings indicate that cohorts may support coherence-building by teacher candidates but must be intentionally and thoughtfully designed in order to optimize these opportunities and prevent unexpected and adverse learning experiences. The importance of student voice and deliberate, reflexive and continuous data collection by programs to inform improvement is also powerfully evident.

Authors

• Kathryn Broad, OISE/University of Toronto

• Elizabeth Jean Larson, Ontario Institute for Studies in Education/ University of Toronto

• Marlene Hood Realpes, University of Toronto

• Said Sidani, University of Toronto