{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80329"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80329","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Portrait of Success: Cooperating Teachers and the Student Teaching Experience","abstract":"\"Current research on student teachers and the student teacher experience has often neglects the point of view of the cooperating teacher. Through 20 interviews with cooperating teachers, the author obtained data on how cooperating teachers define a successful student teaching experience and what they believe could enhance their success. The data from the interviews confirms certain trends in these perceptions, including the importance of a \"\"mutual learning relationship\"\" between the student and cooperating teacher. Cooperating teachers also called for greater support and collaboration from the university community, defined by (1) improved communication about university expectations, (2) more courses and inservicing for cooperating teachers, (3) input from cooperating teachers about the content and delivery of methods courses, and (4) more input from cooperating teachers in the development of teacher education programs. The author concludes that more effective teacher education models must be informed by a larger data base of information from cooperating teachers, and that collaborative teacher education programs must include the voices of the professional who works closest with the student teacher.\"","abstract_html":""Current research on student teachers and the student teacher experience has often neglects the point of view of the cooperating teacher. Through 20 interviews with cooperating teachers, the author obtained data on how cooperating teachers define a successful student teaching experience and what they believe could enhance their success. The data from the interviews confirms certain trends in these perceptions, including the importance of a ""mutual learning relationship"" between the student and cooperating teacher. Cooperating teachers also called for greater support and collaboration from the university community, defined by (1) improved communication about university expectations, (2) more courses and inservicing for cooperating teachers, (3) input from cooperating teachers about the content and delivery of methods courses, and (4) more input from cooperating teachers in the development of teacher education programs. The author concludes that more effective teacher education models must be informed by a larger data base of information from cooperating teachers, and that collaborative teacher education programs must include the voices of the professional who works closest with the student teacher."","abstract_has_math":false,"creators":["Kahn, Brian B."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Clift, Renée T."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:34Z","date_published":"2015-09-25T19:56:34Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Curriculum and Instruction"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944901"],"render_values":[{"text":"(MiAaPQ)AAI9944901","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80329","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Clift, Renée T."]},{"key":"dc:creator","label":"Author","values":["Kahn, Brian B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:34Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80329","(MiAaPQ)AAI9944901"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Current research on student teachers and the student teacher experience has often neglects the point of view of the cooperating teacher. Through 20 interviews with cooperating teachers, the author obtained data on how cooperating teachers define a successful student teaching experience and what they believe could enhance their success. The data from the interviews confirms certain trends in these perceptions, including the importance of a \"\"mutual learning relationship\"\" between the student and cooperating teacher. Cooperating teachers also called for greater support and collaboration from the university community, defined by (1) improved communication about university expectations, (2) more courses and inservicing for cooperating teachers, (3) input from cooperating teachers about the content and delivery of methods courses, and (4) more input from cooperating teachers in the development of teacher education programs. The author concludes that more effective teacher education models must be informed by a larger data base of information from cooperating teachers, and that collaborative teacher education programs must include the voices of the professional who works closest with the student teacher.\"","Made available in DSpace on 2015-09-25T19:56:34Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944901.pdf: 10363901 bytes, checksum: f7841987e1fd67107c57298b084555a8 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81611 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","203 p.","Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1999."]},{"key":"dc:title","label":"Title","values":["Portrait of Success: Cooperating Teachers and the Student Teaching Experience"]}]}],"canonical_facts":{"dc:contributor":["Clift, Renée T."],"dc:creator":["Kahn, Brian B."],"dc:date":["2015-09-25T19:56:34Z","10000-01-01","1999"],"dc:description":["\"Current research on student teachers and the student teacher experience has often neglects the point of view of the cooperating teacher. Through 20 interviews with cooperating teachers, the author obtained data on how cooperating teachers define a successful student teaching experience and what they believe could enhance their success. The data from the interviews confirms certain trends in these perceptions, including the importance of a \"\"mutual learning relationship\"\" between the student and cooperating teacher. Cooperating teachers also called for greater support and collaboration from the university community, defined by (1) improved communication about university expectations, (2) more courses and inservicing for cooperating teachers, (3) input from cooperating teachers about the content and delivery of methods courses, and (4) more input from cooperating teachers in the development of teacher education programs. The author concludes that more effective teacher education models must be informed by a larger data base of information from cooperating teachers, and that collaborative teacher education programs must include the voices of the professional who works closest with the student teacher.\"","Made available in DSpace on 2015-09-25T19:56:34Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944901.pdf: 10363901 bytes, checksum: f7841987e1fd67107c57298b084555a8 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81611 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","203 p.","Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1999."],"dc:identifier":["http://hdl.handle.net/2142/80329","(MiAaPQ)AAI9944901"],"dc:language":["eng"],"dc:subject":["Education, Curriculum and Instruction"],"dc:title":["Portrait of Success: Cooperating Teachers and the Student Teaching Experience"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}