Voices of Cooperating Teachers: Comparing Experiences of Professional Development School and Traditional Student Teaching Models

Author

Katherine Hlavach Bruemmer, Illinois State UniversityFollow

Date of Award

2-14-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Nancy Latham

Abstract

This mixed-methods sequential study compared the experiences of cooperating teachers (CT) in a Professional Development School program and a traditional student teaching program. Cooperating teachers’ perspectives were gathered through an on-line survey and interviews. Information gathered was related to the preparation for acting as a CT, involvement with the student teaching process, professional benefits of acting as a CT, impact of the experience on their own teaching, and suggestions for improvements to the teacher preparation programs. Results indicate that no significant differences were found between the experiences of CTs in the different programs. Findings did reveal that CTs desire greater participation in the process and offer suggestions for improvement related to preparation program requirements such as length of student teaching, curricular knowledge, and edTPA.

Comments

Imported from ProQuest Bruemmer_ilstu_0092E_11129.pdf

Recommended Citation

Bruemmer, Katherine Hlavach, "Voices of Cooperating Teachers: Comparing Experiences of Professional Development School and Traditional Student Teaching Models" (2018). Theses and Dissertations. 824.
https://ir.library.illinoisstate.edu/etd/824

DOI

http://doi.org/10.30707/ETD2018.Bruemmer.K

Page Count

116