Exploring Cooperating Teachers' Perceptions of Their Roles and Practices in Guiding Student Teachers During Practicum

Abstract

The practicum plays a critical role in teacher education, providing student teachers (STs) with the opportunity to develop essential teaching skills through real-world experience under the guidance of cooperating teachers (CTs). Despite the recognized significance of CTs in shaping the professional development of STs, little is known about how CTs perceive their roles and practices during the practicum. This study aims to explore CTs' perceptions of their responsibilities and practices in guiding STs. A quantitative survey was conducted with 205 CTs across 21 placement schools in four geographical zones, focusing on their roles as feedback providers, advocates for practical application, supporters of reflection, socialization agents, and models of practice. The findings reveal that CTs recognize the importance of these roles, particularly their role as feedback providers, however, the study also identifies a notable gap between their perceived roles and actual practices. Specifically, a significant discrepancy was found in their role as modelers of practice, with 68% of CTs reporting challenges in fulfilling this role. These results highlight the need for further investigation into the barriers that prevent CTs from fully aligning their perceptions with their practices. Addressing these challenges could improve the effectiveness of the practicum and better prepare future teachers