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• W73516140 abstract "The University of California Irvine (UCI) and Beit Berl College (BBC) in Israel developed an action research project with cooperating teachers at their Professional Development Schools. This paper examines perceptions of UCI and BBC cooperating teachers within each culture and across cultures regarding: (1) contributions teachers provide to student teachers and benefits they gain from collaborating with them; and (2) effects of on cooperating teachers' personal and professional lives. In both countries, student teacher/cooperating teacher experiences were based on the Costa/Garmston Cognitive Coaching model when mentoring students. Data came from recorded dialogues between university associates; informal interactions among principals, cooperating teachers, and university faculty; and end-of-year surveys that examined mentor-student teacher relationships. Participants completed surveys yearly between 1994 and 1996. Data from 1994-1995 found substantial differences between American and Israeli cooperating teachers in perceptions and behaviors. Over time, perceptions about cooperating teachers' contributions to student teachers changed. Israeli mentors did not indicate having gained from their coaches, while American mentors reported that they did, both professionally and personally. Respondents, particularly Americans, were positive about Cognitive Coaching. Three appendices contain the UCI 1994 and BBC 1995 questions, the UCI and BBC 1996 questions, and 35 references. (SM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** A Cross-Cultural Perspective of Teachers' Perceptions: What Contributions are Exchanged Between Cooperating Teachers and Student Teachers? Linda M. Clinard, University of California, Irvine Louis Miron, University of California, Irvine Tamar Ariav, Beit Berl College, Israel Iris Botzer, Afek Elementary School, Rosh-Ha'ayin, Israel Judy Conroy, University High School, Irvine, California Kathy Laycock, Thorman Elementary School, Tustin, California Kathy Yule, Los Alisos Middle School, Mission Viejo, California A paper presented at the Annual Meeting of the American Educational Research Association Conference, Chicago, March, 1997. For further information and reprints of the Dr. Linda M. Clinard UCl/PDS Staff Development Liaison Department of Education 2001 Berkeley Place University of California-Irvine Irvine, CA 92697 Phone/Voicemail: (714) 824-8359 FAX: (714) 824-2965 e-mail: lclinard@uci.edu trb BEST COPY AVAILABLE paper, please contact: 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Orrice or Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it O Minor changes have been made to improve reproduction quality. Points of view cr opinions stated in thus docu ment do not necessarily represent official OERI position or policy. A CROSS-CULTURAL PERSPECTIVE OF TEACHERS' PERCEPTIONS: WHAT CONTRIBUTIONS ARE EXCHANGED BETWEEN COOPERATING TEACHERS AND STUDENT TEACHERS? This study explores the perceptions of teachers about mutual contributions exchanged while students teachers. Tthe University of California-Irvine (UCI) Department of Education in the United States and Beit Berl College (BBC) in Israel developed an action research project with cooperating teachers in their corresponding Professional Development Schools. In both countries, the student teacher/cooperating teacher experience has been based on the same philosophy and followed similar processes using a modified form of the Costa/Garmston (1994) Cognitive Coaching model when mentoring student teachers. Purpose During the Fall, 1993, the UCl/PDS Staff Development Liaison, initiated an action research project to focus on the changing role of the cooperating teacher within a University/K-12 collaborative teacher education program . A visiting scholar from Israel joined the UCl/K-12 project in late Fall, 1993 when the decision was made to address a broad goal throughout the research project: Study 'The impact of the UCI Professional Development School model on the cooperating teacher in the classroom and beyond. More specific aeas of focus and research questions emerged through talking and listening to PDS participants in the US and Israel between 1993 and 1996. The focus of this paper is to examine the perceptions of UCI and BBC cooperating teachers within each culture and across cultures with respect to two key questions. The questions reflect the potential mutual benefits intended as part of the teachers' changing roles to University/College Associates: (1) What contributions do teachers provide to the student teacher and what benefits do they draw from collaborating with a teacherin-training? (2) Does coaching have any effect on the teaching and professional life of the cooperating teacher? (Clinard, Ariav, et. al., 1995; Ariav and Clinard, 1996) UCl/BBC Teacher Education Programs The UCI and BBC teacher education programs are very different. The UCI Department of Education was established as an Office of Teacher Education in 1966 offering credentials for teaching and administration. As a Department of Education since 1991, UCI now offers an Ed.D. in Leadership in collaboration with UCLA and three" @default.
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• W73516140 date "1997-03-01" @default.
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• W73516140 title "A Cross-Cultural Perspective of Teachers' Perceptions: What Contributions Are Exchanged between Cooperating Teachers and Student Teachers?." @default.
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