The purpose of this research was to investigate the impact of a cooperating physical education (PE) teachers programme from a cooperating teacher’s perspective. Teaching practice is acknowledged as one of the most important areas of undergraduate teacher preparation. As part of a new undergraduate PE teacher education (PETE) programme, a cooperating PE teachers programme (COPET) was designed in an effort to maximize the learning opportunities for student teachers when on placement. The programme was piloted with a cohort of 26 cooperating teachers supervising 28 student teachers. Following a two-week teaching practice placement, three focus group interviews were held with 11 cooperating teachers to evaluate the effectiveness of the COPET programme. Findings indicate the cooperating teachers found the COPET programme very useful in defining their role on teaching practice. This paper presents the findings of the evaluation, and addresses some of the issues and challenges surrounding sustainability of the programme.
Teaching practice is a decisive event in a student teacher's training and shapes the beginnings of their life in the teaching profession. It is widely recognized that student teachers' learning opportunities can be maximized during teaching practice by cooperating teacher contribution (Hardy, 1999;O'Sullivan, 2003;Rikard and Veal, 1996;Tjeerdsma, 1998). Though the practice of cooperating teachers being involved in teacher education has been in place in other countries for many years, it is a relatively new concept in Ireland. This study aimed to explore student teachers' perspectives of the impact of a cooperating physical education (PE) teachers' programme that was implemented during teaching practice.The programme was piloted with 30 student teachers and 26 cooperating teachers during a two week teaching practice placement. Three focus group interviews were held with 14 student teachers to examine their experiences and to evaluate the effectiveness of the programme. The findings revealed that increased interaction with a cooperating teacher had a positive impact on the student teacher's teaching and learning experience. Recommendations for future improvement of the programme are based on developing a larger cohort of willing cooperating teachers to ensure Downloaded from that all student teachers are afforded equal opportunities with regard to feedback and support during teaching practice.
The purpose of this research was to examine university supervisors’ experiences and perceptions of a cooperating physical education teacher education (COPET) programme while on teaching practice. Teaching practice is a central tenet of physical education teacher education (PETE) preparation. The COPET programme was designed to support the triad members of student teachers, cooperating teachers and university supervisors during teaching practice. The programme was piloted with 30 student teachers, 26 cooperating teachers and 10 university supervisors during a two-week teaching practice placement. A total of six university supervisors participated in a focus group to determine their experiences and perceptions of the programme. Findings indicated that the COPET programme provided a helpful and structured framework for the role of university supervisor. Future directions for the programme revolve around universities’ need to consider ways of encouraging supervisors to work collaboratively with student teachers, cooperating teachers and other university supervisors to improve the teaching practice process.
The purpose of this research was to examine university supervisors' experiences and perceptions of a cooperating physical education teacher education (COPET) programme while on teaching practice. Teaching practice is a central tenant to physical education teacher education preparation. The COPET programme was designed to support the triad members of student teachers, cooperating teachers and university supervisors during teaching practice. The programme was piloted with 30 student teachers, 26 cooperating teachers and 10 university supervisors during a two week teaching practice placement. Six university supervisors participated in a focus group to determine their experiences and perceptions of the programme. Findings indicated that the COPET programme provided a helpful and structured framework for the role of university supervisor. Future directions for the programme revolve around universities needing to consider ways of encouraging supervisors to work collaboratively with student teachers, cooperating teachers and other university supervisors to improve the teaching practice process.
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