Cultivating the relationship between student teachers and cooperating teachers to foster early teacher readiness
Sernau, Jacquelyn R. This dissertation explores the potential of the CliftonStrengths Assessment in cultivating positive working relationships between student teachers and cooperating teachers. Drawing upon strengths-based approaches, this study investigates how leveraging the CliftonStrengths Assessment can enhance collaboration and empower beginning teachers with invaluable insights into their unique strengths. By weaving together theoretical frameworks from positive psychology and educational theory, this research delves into the importance of the student-teacher-cooperating teacher relationship, identifying key areas where strengths-based interventions can be instrumental. Furthermore, this dissertation underscores the significance of strengths-based approaches in fostering growth and confidence among beginning educators. By equipping student teachers with a deeper understanding of their inherent strengths and talents, this research contends that individuals are better poised to navigate the complexities of the classroom environment with resilience and efficacy. In conclusion, this dissertation advocates for using the CliftonStrengths Assessment as a foundational tool in teacher preparation programs. This research posits that educators can foster collaborative, supportive environments and ultimately, the cultivation of confident, empowered educators poised to positively impact the field of education.
Cooperating teachers, Student teachers, Teachers--Training of, Collaboration, University education program, Student teacher/cooperating teacher, Preparedness/readiness, Strengths
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