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The Teacher Educator Volume 23, 1987 - Issue 1
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Original Articles

Orientation and compensation of cooperating teachers

Scott S. Sparks Assistant Professor of Curriculum and Instruction, Ohio University, Athens
&
Doris R. Brodeur Associate Professor of Curriculum and Instruction, Illinois State University, Normal
Pages 2-12 | Published online: 20 Jan 2010

Citations (8)

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Read on this site (7)

Glenda L. Black, Barbara Olmsted & Anna-Liisa Mottonen. (2016) Associate Teachers’ Perceptions of Effective Mentorship Professional Development. The New Educator 12:4, pages 322-342.
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Wendy Hastings & Don Squires. (2002) Restructuring and Reculturing: Practicum supervision as professional development for teachers. Asia-Pacific Journal of Teacher Education 30:1, pages 79-91.
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CarmenR. Giebelhaus & ConnieL. Bowman. (2002) Teaching Mentors: Is It Worth the Effort?. The Journal of Educational Research 95:4, pages 246-254.
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MaryK. Bendixen‐Noe. (1998) LEARNING TO WALK THE WALK AND TALK THE TALK: PEER COACHING IN EARLY CHILDHOOD TEACHER EDUCATION. Journal of Early Childhood Teacher Education 19:1, pages 63-70.
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Mary Sudzina, Carmen Giebelhaus & Maria Coolican. (1997) Mentor or Tormentor: The Role of the Cooperating Teacher in Student Teacher Success or Failure. Action in Teacher Education 18:4, pages 23-35.
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CarolS. Browne. (1992) Classroom Teachers as Teacher Educators: Towards Building Collaborative Linkages. Action in Teacher Education 14:2, pages 30-37.
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Kim K. Metcalf. (1991) The supervision of student teaching: A review of research. The Teacher Educator 26:4, pages 27-42.
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Articles from other publishers (1)

Dee Knoblauch & Anita Woolfolk Hoy. (2008) “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education 24:1, pages 166-179.
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