Student teachers often acknowledge the cooperating teacher as one of the most valuable persons in the teacher-training program. Troisi suggests that &dquo;... prospective teachers spend more time with their supervising teacher than any other staff member. This fact alone puts the supervising teacher in a position to influence greatly the prospective teacher&dquo; (17). Yet, although research findings hint at the influence a cooperating teacher has on the attitudes and teaching style of his practice teacher (z, 3, 4, 6, 71 9, n, 13, 14), many people are unhappy about his role in the teacher-training program. A conflict exists between the cooperating teacher's assumption that his role is to instruct his charge in the art of teaching and the view of the teacher-training institution that he should stand back and let the practice teacher try his wings. In other words, the cooperating teacher stands in need of some specific form of training in supervision, and the teacher-training institution needs to inform the critic teacher of the specific role he is to play in the practice-teaching experience.It is the purpose of this paper to describe an in-service type of training program for cooperating teachers where they may acquire and practice some necessary skills and to inform them of one role they might assume in supervising apprentice teachers.A difficult problem in any in-service training course is the scheduling. Most teachers have projects that extend after school hours or they are otherwise occupied or exhausted, so that an in-service program after school is quite burdensome to them. The same is true for meetings on Satur-days. An alternative solution would be to have in-service training during school hours, when a student teacher could take over the classes for a period of about two hours a week while the cooperating teacher participates in a workshop.In the area where this plan was tested, the practice-teaching experience was offered on what is known as the block system : university instruction, six weeks; student teaching, eight weeks; and two additional weeks back at the university. The in-service workshop was conducted during the last five weeks of the student-teaching experience so that the student teacher had three weeks to become accustomed to the students and to the act of teaching. Consequently, cooperating teachers felt less concern over missing a weekly two-hour segment during the work day. The administration of the schools in which this type of in-service workshop was conducted cooperated enthusiastically and encouraged the workshops to continue.
1.A physical, emotional, and/or intellectual process. 2. Requiring knowledge, but knowledge alone does not insure proficiency. 3. Being used in a variety of situations. 4. Improving through practice. 5 . Composed of a number of subskills which can be identified and practiced separately.
In its position statement for school science education for the 1970's the National Science Teachers Association Committee on Curriculum Studies K-l2 (1971) Several researchers have implied the decline is the result of one or two factors; others have felt several factors interact to affect enrollment. It seems more plausible that a high school students decision to take or not take physics is based on several factors which may interact.In searching complex systems for cause and effect relationships, it is first necessary to identify variables which might interact and affect each other. This paper probes deeper into data gathered in a previous study in order to identify variables which could be manipulated in a future study in order to establish a causal mechanism. Previous StudyThe precise sampling techniques used in this study are reported in more detail elsewhere (Dietrich, 1970)
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