The cooperating teacher role

Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse

“…Though student teachers and cooperating teachers have preconceived images of expert-novice interaction (Lortie, 1975;Martin, 1997;Olson, 2000), they typically enter the expert-novice relationship with little formal preparation (Koerner, 1992;Ganser, 1996). The results reported in this article suggest that such lay understandings of cooperating and student teaching roles in an expert-novice relationship do not equip one to face the complex challenges of negotiating power and pedagogy that can arise in collaborative work.…”

Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

“…The benefi ts mentors gain from mentoring include a chance to practice new instructional and classroom management strategies, as demonstrated by novice teachers, in their own classes, the chance to share their experiences as professionals (Koerner, 1992), and an opportunity for practicing teachers to refl ect on their own practices (Ganser, 1996). Mentoring can reduce the level of isolation felt by practicing teachers (Elliott & Calderhead, 1993).…”

Learning to Teach with Two Mentors: Revisiting the “Two-Worlds Pitfall” in Student Teaching

“…The importance of student teaching and the CT in teacher preparation is well noted (Chepyator-Thomson & Liu, 2003;Fairbanks & Meritt, 1998;Feiman-Nemser & Beasley, 1997;Ganser, 1996). The CT is a central ingredient in the student teaching experience, sometimes influencing a ST's practice for ''years to come'' (Ganser, 2002, p. 380).…”