Abstract
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 language | English (US) |
|---|---|
| Pages (from-to) | 41-62 |
| Number of pages | 22 |
| Journal | Journal of Teacher Education |
| Volume | 71 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2020 |
Funding
Authors are grateful to the Spencer Foundation for their generous financial support of this research. They are also grateful to the Chicago Public Schools and the University of Chicago Consortium on School Research for their ongoing partnership and contributions, and particularly to Matt Lyons, Christine Murphy, Molly Gordon, Jennie Jiang, and Stuart Luppescu. The author(s) disclosed the following financial support for the research, authorship, and/or publication of this article: This publication was generously supported by Spencer Foundation (Grant # #201500040). The authors would also like to acknowledge U.S. Department of Education, Institute of Education Sciences (IES) for their predoctoral training support for Stacey Brockman (PR/Award R305B150012).
Keywords
- cooperating teachers
- mentoring
- student teaching
- teacher education preparation
ASJC Scopus subject areas
- Education
