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Cooperating teacher participation in teacher education: a review of the literature

Journal Article


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Abstract


  • Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen’s notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa’s typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers.

UOW Authors


  •   Clarke, Anthony (external author)
  •   Triggs, Valerie (external author)
  •   Nielsen, Wendy

Publication Date


  • 2014

Citation


  • Clarke, A., Triggs, V. & Nielsen, W. (2014). Cooperating teacher participation in teacher education: a review of the literature. Review of Educational Research, 84 (2), 163-202.

Scopus Eid


  • 2-s2.0-84899712621

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1902&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/903

Has Global Citation Frequency


Number Of Pages


  • 39

Start Page


  • 163

End Page


  • 202

Volume


  • 84

Issue


  • 2

Place Of Publication


  • United States

Abstract


  • Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen’s notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa’s typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers.

UOW Authors


  •   Clarke, Anthony (external author)
  •   Triggs, Valerie (external author)
  •   Nielsen, Wendy

Publication Date


  • 2014

Citation


  • Clarke, A., Triggs, V. & Nielsen, W. (2014). Cooperating teacher participation in teacher education: a review of the literature. Review of Educational Research, 84 (2), 163-202.

Scopus Eid


  • 2-s2.0-84899712621

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1902&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/903

Has Global Citation Frequency


Number Of Pages


  • 39

Start Page


  • 163

End Page


  • 202

Volume


  • 84

Issue


  • 2

Place Of Publication


  • United States