Recent calls for reform in teacher education have included improving the clinical experience of preservice teachers (Boyer, 1983; The Holmes Group, 1986). Research on student teaching indicates that the role of the cooperating teacher is of critical importance to the clinical experience (Tabachnick, 1980; Haberaan, 1978). Problems exist, however, in communication gaps between higher education and the public schools (O'Shea, 1984); in the selection of cooperating teachers (Griffin, 1981); and in their preparation for assisting novices in the development of knowledge about teaching and learning (Griffin, 1983; Kleinsasser, 1988). Early clinical supervision models (Cogan, 1973); Goldhammer, 1969) have been presented through top-down approaches. Literature on teachers as a cultural group (Lortie, 1975) provides some insight into why such approaches have not been successful and why cooperating teachers have not come to see themselves as teacher educators. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/104597 |
| Date | 16 September 2005 |
| Creators | Alvine, Lynne B. |
| Contributors | Curriculum and Instruction, Kelly, Patricia Proudfoot, Small, Robert C. Jr., Niles, Jerome A., Self, Warren P., Nespor, Jan K. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | BTD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | LD5655.V856_1990.A585.pdf |
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