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This qualitative case study examined the experience of two student teachers as they partnered during their student teaching assignment. The relationship which developed between the pair was critical to the success of their experience and allowed them to enjoy several benefits of paired student teaching as well as overcome potential stumbling blocks. The successful experience described in this study demonstrates that paired student teaching can be an effective alternative to traditional student teaching.

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Thesis (M.Ed.) --University of the North, 1994 / Refer to the document

Student teaching has been identified as an instrumental element in teacher development (Gaudelli & Ousley, 2009; Hamman, Gosselin, Romano, & Bunuan, 2010; Helgevold, Næsheim-Bjørkvik, & Østrem, 2015). During this portion of a teacher’s education, student teachers are paired with a cooperating teacher and university supervisor who guide them as the student teachers assume the role of teacher in a real-world classroom. However, assuming the role of teacher is not as simple as completing a university program and being granted a teaching license. To become a teacher one must reconcile their preconceived notions of teaching with university coursework, local standards, legal requirements, and community expectations (Alsup, 2006; Borko & Mayfield, 1995; Britzman, 1991; Brown & Crumpler, 2013). Because of the difficulty in navigating these demands, student teachers are provided with two individuals tasked with supporting them. These two people are the university supervisor and cooperating teacher. Commonly referred to as the student teaching triad, the student teacher, university supervisor and cooperating teacher have all been identified as integral to the successful completion of the student teaching experience (Borko & Mayfield, 1995). However, despite the claim that each person is essential to student teaching, their individual contributions to the entire process are not well understood. The purpose of this dissertation is to contribute to the growing body of researcher examining the role each member of the student teaching triad plays in a student teacher’s growth and development. Specifically, this study is focused on the university supervisor, an individual who has not received much attention in the research literature. Approached from a sociocultural perspective, the aim of this work is to investigate the role of the university supervisor from the perspective of the university supervisor. In this case study, data were gathered through a series of semi-structured interviews with university supervisors of English as a Second Language (ESL) student teachers. Three participants were interviewed twice regarding their work with student teachers. Once completed, the interviews were transcribed and qualitatively coded. Results from this study indicate that the university supervisor is indeed essential, but not in a uniform way for each student teacher. The university supervisor supports the student teacher with whatever they need to be successful, however, the needs of student teachers vary. Therefore, in accordance to the needs of the student teacher, the role of the university supervisor varies. Even with the variances in practice, there were several consistencies in practice which emerged from the data. In conclusion the author argues that while the university supervisor may not have the same impact on the development of each student teacher, the impact they do have is instrumental for student teacher success.

The study had two purposes: (A) to examine the relationship between the ideal and the real roles associated with pre-student teaching experiences in the laboratory school as perceived by (1) pre-student teachers, (2) cooperating teachers, and (3) university supervisors and (B) to determine if the position of the respondent conditioned the agreement-disagreement in their perceptions of the ideal and real roles. The term "ideal'' role described the optimum in pre-student teaching experiences; the term "real" role related to the existing situation experienced by the respondents.An opinionnaire was developed specifically for this study; it was submitted to a panel of experts for refinement; it was pilot tested for validity; and it was administered during the Winter Quarter of 1977-1978. The total population which responded to the instrument included 168 student teachers, 38 cooperating laboratory school teachers, and 17 university supervisors.Contingency tables were constructed for fifteen discrete areas of concern, which were organized into the following categories: Purposes of the Program, Organization of Pre-Student Teaching Experiences, Classroom Management, Teaching Skills, and Evaluation. The chi-square statistical treatment was used to test a series of null hypotheses. The .05 level of significance was required for rejection of the null hypotheses.An extensive review of prior research and a study of professional literature was completed. Six generic areas were determined as a basis for the organization of the review.1. The Development of Role Concept2. The Importance of Pre-Student TeachingExperiences3. The Significance of the Laboratory School 4. The Salient Factors in the Role of the Pre-Student Teacher5. The Influential Role of the Cooperating Teacher6. The Functions of the University SupervisorIn addition to the forty-five tables which contained data regarding each area of concern studied, a series of summary tables was presented. In ten of the fifteen areas o concern there was found to be a relationship between the position of the respondents and the perception of the "ideal." In seven of the fifteen areas of concern there was shown to be a relationship between the Position of the respondents and the reported perception of the "real." In eight instances the null hypothesis was rejected when the position of the respondents was compared to the level of satisfaction expressed.Additional summary data were presented concerning the specific responses most frequently selected as "ideal" and as "real" by each of the respondent classifications. The levels of agreement were similarly reviewed and summarized for all areas of concern for each of the population classifications.Among the conclusions reported were:1. The student population was found to be moredissatisfied with the existing situation thaneither the cooperating teachers or the uni-versity supervisors.2. When identifying the "ideal" response, amajority of the respondents in all three population classifications agreed on one specific item (student teachers, nine times; cooperating teachers, ten times; and university supervisors, nine times). In the remaining instances, choice was sufficiently distributed to result in a lack of a majority in any one response item.The study concluded with a list of recommendations for action and for further study.