Perceptions of preservice teachers, cooperating teachers, and university supervisors in practicum experience: A paired alternative
Wojtowicz, Patricia Shinn
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Permalink
https://hdl.handle.net/2142/20968
Description
Title
Perceptions of preservice teachers, cooperating teachers, and university supervisors in practicum experience: A paired alternative
Author(s)
Wojtowicz, Patricia Shinn
Issue Date
1995
Doctoral Committee Chair(s)
Koenke, Karl R.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Education, Higher
Language
eng
Abstract
This study consists of three case studies which focus on the perceptions of the preservice teachers, cooperating teachers, and university supervisors who worked together in a pilot placement of pairs during the Fall semester in the Year-Long Project (YLP). The study was undertaken to assess the perceptions of the participants involved.
Twenty preservice teachers were randomly selected from a group of 45 YLP participants to work in paired placements. Data for the study were collected throughout the Fall semester using interviews, questionnaires, preservice teacher journals, and observation. Information was also obtained from a weekly supervisor's meeting.
Findings identified the significance of the individuals--the preservice teachers, the cooperating teachers, and the university supervisors--on the success of the paired experience. Although there were many strengths reported by the participants, there were concerns associated with the paired placements as well. Strengths included: (a) work with a peer, (b) growth through dissonance, (c) learning from two teaching models, (d) peer feedback, (e) potential for reflection, and (f) benefits to the cooperating teacher. Concerns were: (a) issues of time and (b) fear of conflict. Successful cooperating teacher and university supervisor qualities are noted, and questions for future study are addressed.
My study adds to the current literature on paired preservice teacher placements. Although not free of problems, pairing preservice teachers may become a viable alternative to more traditional single placements. It seems possible that pairing may be one route used to promote collaboration among future practicing teachers while enhancing placement of preservice teachers with our most effective cooperating teachers.
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