Cooperating Teachers as School Based Teacher Educators : Student Teachers

L. (2005). Cooperating Teachers as School Based Teacher Educators : Student Teachers' Expectations. Australian Journal of Teacher Education Australian Journal of Teacher Education Lourdusamy Atputhasamy 0 0 Nanyang Technological University , Singapore Part of the Teacher Education and Professional Development Commons Recommended Citation - Article 1 Follow this and additional works at: https://ro.ecu.edu.au/ajte Lourdusamy ATPUTHASAMY National Institute of Education Nanyang Technological University, Singapore Abstract: The National Institute of Education (NIE), Singapore adapted and implemented a Partnership Model with schools in 1999 to help student teachers translate what they have learned in the teacher education programme into practice during the Practicum. This was realized through the utilization of classroom practitioners as cooperating teachers (CTs) to monitor and supervise student teacher’s teaching. This study explored the expectations of the student teachers from their cooperating teachers and the type and level of help they received from their cooperating teachers during the practicum. The areas in which help is desired and considered important by student teachers fall under four broad categories: help in teaching the curriculum subjects, help in classroom management, information to function well in the school environment, and help in evaluating and providing feedback on their teaching. The level of help provided in these areas was below the level of student teachers’ expectations. The article suggests how the role and status of the CTs may be improved to become effective partners in teacher education. Cooperating teachers as school based teacher educators: Student teachers’ expectations. Introduction The practicum is considered as one of the most useful components of the teacher education programme by student teachers and teacher educators (Lourdusamy, Soh, Moo, Lim & Sim, 2001; Ramsey, 2000; Alexander & Galbraith, 1997; Tisher, 1990) . Alexander and Galbraith (1997, p.18) state that “teaching realities gained from experience in the school are universally proclaimed as essential elements in teacher training”. While Ramsey review speaks of “placing professional experience and related learning at the centre of teacher education” (Ramsey 2000, p.58). Tisher (1990, p. 76) reports that “student teachers believe that the practical experience of observing expert teachers, receiving feedback, and practicing strategies are the most important factors in their growth as teachers”. The importance given to practicum in teacher education and the hands-on nature of practicum in a situated practice field requires teacher education institutions to make the practicum a meaningful experience. Because practicum is a period in which student teachers are attempting to put into practice the many theories and skills that they have been exposed to in the teacher education programme in the actual classroom situation and it could also be a period of anxiety and adjustment for student teachers. Student teachers need some mentoring at this point. Now there is a greater recognition of the contribution that practitioners in schools can make towards student teachers’ education and development (Sandholtz & Finan, 1998). This has given rise to a variety of school-university partnership in teacher education (Brandy, 2000). Cooperating Teachers Zimper & Sherril, (1996, p.291) point out that “during the last few decades, the most common form of practitioner involvement in teacher education programmes has been through the utilization of cooperating teachers”. They are most often experienced classroom practitioners assigned to take a student teacher under their wing for an extended period of time. The triadic relationship among the classroom teacher, student teacher and university supervisor has become the standard mode of operation in administering the practicum (Zimper & Howey, 1987). However standards used to select cooperating teachers according to Zimper and Howey (1992) have often been minimal and those selected receiving minimal recognition for their effort. Very little staff development has been put in place for cooperating teachers by the institutions involved (Goodman, 1988). In spite of some problems inherent in the cooperating teacher role Zimpher and Sherril (1996, p.291) emphasis that the “new conception of how one learns to teach’ through linking the learning of student teachers with the experience of practicing teachers and teacher educators requires school-university collaboration in initial professional development of student teachers. In a survey done in the United States (RATE IV, 1990) the profile of cooperating teachers in the United States showed that on the average cooperating teachers had 16 years teaching experience. They worked in the same school for 12 years or more and their average age is 43 years. Most of them hold a master’s degree or advance diploma in education. More than 77% report (...truncated)