Abstract
Although the cooperating teacher is vital to student teaching, little has appeared in the professional literature about being a cooperating teacher. Journals of eight experienced elementary teachers who supervised student teachers were the primary data source for this study. Inductive analyses revealed several consequences of having student teachers: Interruption of instruction, teacher displacement, disruption of classroom routine, breaking teachers' isolation, and shifting of the teachers' time and energy. These findings challenge assumptions about field-based teacher education programs.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 46-56 |
| Number of pages | 11 |
| Journal | Journal of Teacher Education |
| Volume | 43 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1992 |
| Externally published | Yes |
ASJC Scopus subject areas
- Education
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