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- W2896530872 abstract "This qualitative case study was designed to investigate how the roles of cooperating teachers whoparticipate in the practicum programme of the Centre for Education Programmes University ofTrinidad and Tobago (CEPUTT) are perceived by those involved. Semi-structured interviews werecarried out and data collected from three sets of significant stakeholders regarding the perceptionsof the role of the cooperating teacher. The participants included six cooperating teachers(classroom teachers who accommodate student teachers during practicum) from primary schoolsin Tobago, six student teachers (prospective teachers currently enrolled at the CEPUTT pursuinga Bachelor of Education to become qualified teachers), and three university supervisors orpracticum advisors (instructors who teach content courses at the CEPUTT and are charged withthe responsibility of supporting and assessing student teachers during practicum).The results of the data analysis and the emergent themes indicated that the cooperating teachersperceived their roles in relationship to the student teachers as: willing to accept student teachers,establishing good relationships, mentoring and modelling for student teachers, observing andevaluating and socializing student teachers into classroom practice. Cooperating teachers reportedthat they lacked training for these roles and relied on their own teaching experiences in dealingwith student teachers. They identified training as a need. Cooperating teachers suggested bettercollaboration with practicum advisors and that they be provided with guidelines and expectationsof what they are required to do to fulfill their roles as cooperating teachers. Student teachersperceived the roles of the cooperating teachers to be: keeping up current educational practices,establishing collegial relationships with the student teachers, giving student teachers feedback, andcontributing a grade to the student teachers’ assessment. The practicum advisors suggested thatthe role of the cooperating teachers should be: to build student teacher confidence, socialize studentiiteachers into school and classroom context, mentor student teachers and contribute to student teachers’ assessment grades.Results from the interviews suggest the need to include cooperating teachers in the practicum triad and recommendations included proper selection and training for them particularly in developing mentoring skills and assessment procedures to help in better preparation of student teachers entering the teaching profession." @default.
- W2896530872 created "2018-10-26" @default.
- W2896530872 creator A5002988427 @default.
- W2896530872 date "2018-02-01" @default.
- W2896530872 modified "2023-09-23" @default.
- W2896530872 title "Investigating Perceptions of the Role of Cooperating Teachers and their Needs in the Practicum in Primary Schools in Tobago." @default.
- W2896530872 hasPublicationYear "2018" @default.
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