Preparing Classroom Teachers to Be Cooperating Teachers: A Report of Current Efforts, Beliefs, Challenges, and Associated Recommendations

Source: Journal of Early Childhood Teacher Education, Volume 34, Issue 2, 2013, pages 171-190.

This article reports on a study which examined the efforts of 62 early childhood teacher education faculty to prepare cooperating teachers to work with preservice teachers.
Since central to the effectiveness of quality field-based experiences is a cooperating teacher who is prepared with the necessary skills to provide prospective teachers with a powerful learning opportunity.

The nature and purpose of this preparation and support must be carefully examined in order to identify key features that will truly enhance the ability of these teachers to provide the type of mentoring that leads to quality field experiences.
The authors conclude with recommendations based on the findings.