The purpose of this research was to identify perceived characteristics of effective cooperating teachers in music education. The study's objectives were to identify the characteristics that define an effective cooperating teacher from three perspectives. Those perspectives were current or recently past cooperating teachers in music, current or…

The purpose of this descriptive exploratory case study is to explore the collaboration between the University of Central Riyadh (UCR) (pseudonym) teacher preparation program and public schools in preparing teachers. This study was framed using the theory of social constructivism. Qualitative methodology was used to collect data by using…

This dissertation examines the role of reflective practice in the development of teacher candidates during their final internship in a teacher preparation program at a state college in Southwest Florida. Grounded in Dewey's and Schon's theories on reflective practice as well as Vygotsky's social learning theories, this mixed methods explanatory…

Many aspects of a student teacher's clinical year help determine their success in the future. Understanding the lived experiences of both cooperating teachers and student teachers is essential to understanding the dynamics of that relationship and how district-university partnerships foster an environment of mentoring and support. This study aims…

The student teacher (ST) and cooperating teacher (CT) relationship is a key element in a productive practicum experience. A strained relationship inhibits learning, creates stress, and can lead to discontinuing the placement. The purpose of this action research study is to understand the conflicts that occur in the ST and CT relationship during…

In the field of teacher education, it is well documented that the most influential part is the clinical component, often referred to as student teaching or the practicum experience (Cochran-Smith, 1991; Darling-Hammond, 2014; Evertson, 1990). During the practicum, there exists a triad of three individuals: a university supervisor, a K-12 classroom…

The Educator Preparation Program at a burgeoning university in the Southwest United States offered preservice teachers two models of field residency experience. The students who participated in the cohort model had the same university supervisor and cooperating teacher during all three semesters of field residency and took two education classes…

The problem at a West Coast university was that the university's teacher education program lead faculty and teacher candidates stated they were concerned about the quality of feedback provided to teacher candidates who are assessed by clinical supervisors during their field-based experiences. The purpose of this qualitative study was to understand…

Although teacher preparation programs have similar coursework, supervisory practices during student teaching vary greatly from institution to institution. The problem addressed by this study was the inconsistency of supervisory practices during student teaching at institutions across West Virginia. Supervisory engagement during student teaching…

The following study examined the perceived developmental influence of the university supervisor-student teacher relationship during the student teaching phase of teacher preparation. Since the supervisor is viewed as the gatekeeper to eventual teacher certification and acts as an evaluator, mentor, and instructor (Borko & Mayfield, 1995;…

As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors of clinical field experiences are a staple in the…

There is very little research on educator preparation programs' impact on teacher effectiveness and student learning (Darling-Hammond et al., 2005; Hagans & Powers, 2015; Korthagen, 2010; Okhremtchouk et al., 2009). This mixed methods study used a sequential explanatory approach (Creswell, 2009) to explore three research questions regarding…

With an increased focus on field-based preparation, the relationship between P12 school districts and universities has been forced to change with little or no support to create effective third space environments. The complexity of the student teaching experience is compounded by the need for redefined roles, the lack of a common lexicon and the…

The purpose of this phenomenological qualitative study was to explore perceptions of pre-service and mentor teachers regarding the level of integrating technology in the curriculum of 21 selected classrooms in eight rural school districts in Southeast Texas. The following research questions guided this phenomenological study: 1. What are…

This multi-phased descriptive study gathered information from 205 public universities across the United States with teacher education programs about the involvement of tenured and tenure-track faculty as student teaching supervisors. In addition, this study focused on the involvement of reading faculty and the student teaching experience. Finally,…