Conversations about Early Clinical Experiences: Cooperating Teachers Offer Their Ideas for Reform

The “constant changing of myself”: Revising roles in undergraduate teacher preparation

“…The accustomed rights and duties experienced mentor teachers bring to the classroom constitute a traditional source of their authority: they contribute current, classroom-based knowledge, and since "teachers who are currently teaching high school students have a wealth of practical knowledge about what new teachers need to know and do when they become teachers" (Resta, Askins, & Huling, 1999, p. 64), their contributions ensure that these experienced teachers possess a certain credibility with pre-service teachers (Edwards & Wilkens-Canter, 1997 A somewhat less accustomed aspect of the experienced mentor teachers' role in the collaboration is that of learner, a dimension of their role that may or may not be emphasized or experienced to any great degree when they serve as cooperating teachers. One experienced mentor teacher explains: "Working with the college students keeps me up on the latest trends in education."…”