Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14275
Title: 
Cooperating teachers as school based teacher educators: Student teachers’ expectations
Authors: 
Issue Date: 
2005
Citation: 
Lourdusamy, A. (2005). Cooperating teachers as school based teacher educators: Student teachers’ expectations. Australian Journal of Teacher Education, 30(2), 1-11.
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.
URI: 
ISSN: 
0313-5373
Other Identifiers: 
10.14221/ajte.2005v30n2.1
Website: 
Appears in Collections:Journal Articles

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