The nature and substance of cooperating teacher reflection |
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| Institution: | 1. University of California, Santa Cruz, 1156 High St. Santa Cruz, CA 95064, USA;2. Stanford Graduate School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA;1. BI Norwegian Business School, Department of Innovation and Economic Organization, NO-0442 Oslo, Norway;2. TNS Gallup Norway, PO Box 240, NO-0103 Oslo, Norway;1. West Virginia University, College of Education and Human Services, PO Box 6122, Morgantown, WV 26506, USA;2. Northwestern University, School of Education and Social Policy, 2120 Campus Drive, Evanston, IL 60208, USA;1. Department of Cardiology, Los Arcos del Mar Menor University Hospital, Murcia, Spain;2. Department of Cardiology, Virgen de la Arrixaca University Hospital, Murcia, Spain;3. University of Murcia Medical School, Murcia, Spain |
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| Abstract: | The learning opportunties for student-teachers in practicum settings has long been acknowledged and studied in considerable depth. However, the learning opportunities for cooperating teachers, while celebrated and extolled as an important reciprocal benefit, have not been verified to the same degree. Drawing on the concept of reflection, and specifically the ways in which teachers reframe aspects of their advisory practice, this study follows the conversations of five teachers and their student-teachers during a 13-week practicum. Among the things that we learn from these teachers is that the oft-heard argument that “a teacher is a teacher is a teacher” is wrong-headed, that the biography and the cultural milieu that shape one's advisory practices needs to be explicit, and that reflection is born of incidents but primarily thematic in nature. |
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