Preparing High School Cooperating Teachers in a University-School Partnership: A Single-case Study

The cooperating teachers ability to effectively support the professional development and training of student teachers during the field experience may be impacted by the level of support and guidance they receive. This qualitative single-case study was designed to explore the relationship between the cooperating teachers and one university teacher education program. The study further sought to explore what training and supports were provided to the cooperating teachers before and throughout the field experience, as well as how the cooperating teachers level of self-efficacy informed professional practices. By conducting this study, the researcher took a closer look at how university teacher preparation programs and school districts may prepare the cooperating teacher and provide more consistent guidelines and structure during the field experience.Snowball sampling was used to identify two university supervisors from a single public university and 11 cooperating teachers from five suburban schools in three districts. A triangulated approach to data analysis drew on semi-structured interviews, cooperating teacher journals, and related artifacts. Multiple iterations of analysis occurred manually and with the online software tool, Dedoose, using in vivo codes and those created in situ. The following are the three analytic categories that emerged from the analysis: (a) processes and perceptions gap, (b) areas with communication needs, and (c) opportunities for professional enrichment.This research illustrated that the criteria for selection was unclear and the processes for development of cooperating teachers were nonexistent. Therefore, the cooperating teachers relied on their experiences during the field experience. Although dissemination of information happened through multiple methods, the primary mode of communication was expressed in writing. There was a lack of communication, which is an integral component of the field experience because of its impact on defining roles and responsibilities, conducting observations and feedback, building relationships, and supporting the cooperating teacher. The field experience provided enrichment through reciprocal learning and opportunities to give back to the teaching profession. Recommendations are offered for the university teacher preparation program and school sites. The limited size of the sample may limit the studys generalizability.Keywords: cooperating teachers, field experience, self-efficacy, student teacher, teacher of record, university partnerships, university supervisorEd.D., Educational Leadership and Management -- Drexel University, 201