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• W2732549076 abstract "This study focused on the experiences of cooperating teachers beyond their immediate work with student teachers. The study was a major part of a collaborative action research project in which 172 cooperating teachars experienced the new role of Associate as part of the University of California-Irvine Professional Development Schools (PDS) program, a partnership with 41 schools in which cooperating teachers play a pivotal role in mentoring student teachers as well as serving as a link between the university and the school. A review of recent literature indicated that PDSs reflect a significant shift in clinical teacher education. The process fopreparation and support of university associates included cognitive coaching seminars, student teacher orientations, and dialogue meetings with other university associates. The study findings suggested five categories of reflection regarding University experiences: (1) attitudes and perceptions, including renewed enthusiasm about classroom teaching and increased respect for the university faculty; (2) pragmatic application, including cognitive coaching techniques, more effective use of technology, approaches to time planning, classroom management and discipline, and brainstorming with other teachers; (3) professional image, including more confidence in training others, being seen as a colleague by the university, and more commitment to the development of quality teacher education; (4) human relations, including improved social interaction and communication skills; and (5) personal reflections, including sense of pride as an individual, and motivation to remain in the profession. The study demonstrated that this approach to the Professional Development School partnership with teacher education programs provides a strong basis for change and renewal not only in the work of student teachers but also in the lives of individual teachers and their schools. Statements from -tudy participants are included. (Contains 15 references.) (ND) co COOPERATING TEACHERS REFLECT UPON THE IMPACT OF COACHING ON THEIR OWN TEACHING AND LU PROFESSIONAL LIFE Linda M. Clinard, University of California-Irvine (714) 824-8359, lclinard@uci.edu Tamar Ariav, Beit Berl College, Israel Robyn Beeson, Springbrook Elementary School, Irvine, CA. Linda Minor, Currie Middle School, Tustin, CA. Maryjane Dwyer, Laguna Hills High School, Laguna Hills, CA. S' DEPARTMENT OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI Li Thi, (10, wllent has been reproduced as received Irnm tee person or organization origin:1(0,g it Mui ()dye been mad. la (n,I.unce ,opoduCkoli Po(' ot View 0, opinions stated al th.s OOCt,;... th, leolos,O1 f d: 01RI go,.(iun Of poiliC( PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ,4 2 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERICY' Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April, 1995. BEST COPY AVAILABLE 2 COOPERATING TEACHERS REFLECT UPON THE IMPACT OF COACHING ON THEIR OWN TEACHING AND PROFESSIONAL LIFE INTRODUCTION This study focuses upon the experiences of cooperating teachers beyond their immediate work with student teachers. The study was a major part of a collaborative action research project in which 172 cooperating teachers experienced the innovative process of changing to Associates as part of the University of California-Irvine partnership with forty-one Professional Development Schools in eight Orange County districts (Ariav/Clinard, 1994). Teachers experienced changes in their role which influenced their own teaching and professional life. They had various opportunities to share their developing perspectives with the research team. The university research team consisted of (1.) a UCI faculty member who was initiating the role of UCl/PDS Staff Development Liaison and (2) a visiting teacher education-curriculum researcher from Israel. A shared goal of the researchers was to explore the potential for teacher education and teachers' professional growth of the new approach to working with cooperating teachers in PDS. In addition, the two researchers--based in two different cultures--sought to examine teacher education strategies which could be replicated and further developed through on-going communication in different cultural settings." @default.
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• W2732549076 date "1995-04-01" @default.
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• W2732549076 title "Cooperating Teachers Reflect upon the Impact of Coaching on Their Own Teaching and Professional Life." @default.
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