Voices Of Cooperating Teachers: Comparing Experiences Of Professional Development School And Traditional Student Teaching Models

Abstract

Further research also needs to examine the practitioner expertise held by the CT as a potential source of knowledge to inform the teacher preparation process. Specifically, it is important to understand the experience of CTs as they engage with the student teaching process. Additionally, to promote professional advancement for CTs, research needs to examine the effects of hosting a ST on the CTs' attitudes, teaching strategies, and participation in the organization and implementation of the student teaching process. This knowledge can inform the university community and future CTs. This research can be enhanced further through examining the differences between two different student teaching models: traditional and Professional Development School teacher preparation models. Statement of the Problem Despite their significant role and impact on the student teaching process, the experience of and impact on CTs has not been thoroughly investigated. Some studies indicated that CTs experience positive professional outcomes as a result of working in the Professional

The past is prologue part II: a study of PDS comparison dissertations

“…Bruemmer (2018) investigated the practicing teachers’ experiences of working with teacher candidates in the PDS and non-PDS contexts. However, little evidence was found to support differences.…”

“…For this current study, we identified 25 of the 210 dissertations that used a comparison methodology to provide a window into how learning in PDS and non-PDS settings may differ. Of these dissertations, 12 were quantitative (Anderson, 1995;Coffelt, 2013;Gissy, 2010;Grissom, 2003;Hahn, 2000;Hamar, 2013;Lancaster, 2010;Newsome, 2003;Ogletree, 2007;Poe, 2003;Ray, 2013;Van Holten, 2016); 11 used a mixed methods approach (Bruemmer, 2018;Curtain, 2006;Dadlez, 1998;Grieb, 2000;Hildreth, 1997;Komorek, 2013;Kuchinski, 2005;Malin, 2002;Patterson, 2004;Starling, 1999;Wright, 2009); and only two were qualitative in nature (Hopper, 2016;Miller, 2014). A few of the dissertations had findings that informed more than one category.…”