Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness?

Kavita Kapadia Matsko*, Matthew Ronfeldt, Hillary Greene Nolan, Joshua Klugman, Michelle Reininger, Stacey L. Brockman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

42 Scopus citations


Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-2015, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as both models of effective instruction and as facilitative coaches on PST development. We find that both CT roles matter—PSTs feel better prepared to teach when their CTs model effective instruction and coach by providing more instructional support, frequent and adequate feedback, collaborative activity, job-search support, and a balance of autonomy and encouragement.

Original languageEnglish (US)
Pages (from-to)41-62
Number of pages22
JournalJournal of Teacher Education
Issue number1
StatePublished - Jan 1 2020


  • cooperating teachers
  • mentoring
  • student teaching
  • teacher education preparation

ASJC Scopus subject areas

  • Education


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