This qualitative case study explored the development of equity consciousness in multiple subject preservice teachers following completion of a hybrid teacher preparation program at San Francisco State University. The study used a two-interview protocol to explore beliefs and attitudes pre- and post-teacher preparation. A conceptual framework…

Cooperating teachers and student teachers share a unique internship that allows the development of skills for both individuals. The literature states that cooperating teachers can grow from student teachers; however, there are a few sources that state the areas in which this growth occurs. The purpose of this study was to determine if growth or…

This phenomenological study explored best practices to increase preservice teacher self-efficacy before the student teaching semester. The research was guided by this central inquiry and three sub-questions. Using a pre- and post-phenomenon survey instrument as well as an initial questionnaire and a final reflection, preservice teachers who were…

Many pre-service teachers (PSTs) face a common dilemma when completing their internships: they seek to display their own strengths and competencies in teaching while also adhering to the guidance of their mentor teachers and avoiding instructional risks. The underlying structure of the internship promotes a hierarchy which positions mentoring…

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic…

This dissertation unveils the identity formation and negotiation processes of teacher candidates, through their practice with English Language Learners (ELLs) in a field-based teacher preparation program. Identity, like learning, is socially constructed and continuously negotiated by someone's engagement in a community (Wenger, 1998). Thus,…

Aspiring teachers seeking licensure in New York State are required to prepare a portfolio of materials demonstrating their readiness to teach during their student teaching clinical experience, as per edTPA (a teacher performance assessment developed by Stanford University). This research considered how cooperating teachers in the student teaching…

Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their…

This multicase study employs sociocultural theories to analyze the learning to teach process and identity development of six novice elementary school teachers, who were immersed in a semester-long democratic field placement. Broadly, this study explored the field experience as part of democratic teacher education, and how the field experience can…

How do cooperating teachers who engage in culturally relevant pedagogy approach the mentoring process, and how do their student-teachers respond to this mentorship? This study focuses on three such public school cooperating teachers, and explores the ways in which they train student teachers in their classrooms. A narrative describing each of…

In "Practice Makes Practice: A Critical Study of Learning to Teach" Deborah Britzman (2003) points out that teacher candidates enter their education programs with their own conceptions of teaching, "bring(ing) to teacher education their educational biography and some well-worn and commonsensical images of the teacher's work" (p. 27). Similarly,…

Cooperating teachers (CTs) are considered one of the most important groups who play a role in the success of student teachers (STs) during their field-based experience (FBE). The literature in the Arabic world about how CTs should fulfill their role has been limited with most of what is available has been conducted in the United States and other…

The present study investigated the strengths and areas of improvement for elementary music teacher preparation from the perspective of multiple members of a single body of music teachers. Subjects for the study were elementary music teachers from an urban school district in the southern United States. All elementary music teachers in the school…

The purpose of this qualitative study was to examine (a) the role of the cooperating teacher in relationship to his or her assigned student teachers, (b) the cooperating teachers' training and preparation for those roles, and (c) the cooperating teachers' perceived needs regarding training and support. Ten cooperating teachers from different…

The Motivation of Teachers to Assume the Role of Cooperating Teacher This study explored a phenomenological understanding of the motivation and influences that cause experienced teachers to assume pedagogical training of student teachers through the role of cooperating teacher. The research question guiding the study was what motivates teachers to…