This article was downloaded by: [Harvard Library]On: 08 October 2014, At: 13:30Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

The Teacher EducatorPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/utte20

Mentoring: Professional development throughreflectionJerie Weasmer & Amelia Mays WoodsPublished online: 20 Jan 2010.

To cite this article: Jerie Weasmer & Amelia Mays Woods (2003) Mentoring: Professional development through reflection, TheTeacher Educator, 39:1, 65-77, DOI: 10.1080/08878730309555330

To link to this article: http://dx.doi.org/10.1080/08878730309555330

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of theContent. Any opinions and views expressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon andshould be independently verified with primary sources of information. Taylor and Francis shall not be liable forany losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use ofthe Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

The Teacher Educator, vol. 39, no. 1, Summer 2003

resulting from their experiences as mentors (Davies, Brady, Rodger, &Wall, 1999). Likewise, Wepner and Mobley (1998) examined field expe-riences in two urban education programs. Mentor teachers reported thatthe supervision experience was rewarding in that students were affordedadditional attention due to the added presence of the student teacherand that their own reflection on practice was enhanced.

In a study of the impact of 10 student teachers on their mentors,Brink, Laguardia, and Grisham (2001) determined that the presence ofstudent teachers enhanced professional development for the mentorteachers by affording increased (a) reflection, (b) time for planning andother activities, and (c) sense of self-efficacy. Also, Woods and Lynn(2001) conducted a longitudinal study of 6 teachers, who had been inthe field 9-10 years. Participants reported that they enthusiasticallyaccept requests to serve as hosts for student teachers because of the waysin which the mentoring experience makes them more reflective and moreconscientious in their own practices. Clearly, these studies suggest thatthe student teaching experience, designed for the development of profi-ciency in the student teacher, is highly beneficial for the cooperatingteacher as well.

A primary advantage of hosting a student teacher is the resultingincreased reflection on practice. Through reflection a teacher examinesher or his pedagogy and the motives driving her or his planning,activities, and assessment. The presence of a student teacher adds aunique dimension in that the mentor has the opportunity to reflect inorder to articulate and validate those motives. The above studies eachexamined a small number of participants, ranging from 6 to 19. Ourintention in conducting in-depth interviews with a larger sample of 28was to collect more specific data from expanded testimonies regardingthe professional development resulting from hosting a student teacher.The purpose of the study was to (a) examine the foci of mentor teachers'reflection on practice and (b) discover the changes in mentors'perspectives on teaching they perceive have resulted from thementorship.

Conceptual Framework

As early as 1933, Dewey identified the need for teachers to reflect ontheir practices in order to act deliberately and intentionally rather thanspontaneously and routinely. Later, Dewey (1938/1963) maintained thatreflection balances experience and knowledge and thus lies at the core ofall experience-based theories. Shulman (1987) defined reflection as ateacher's recalling the teaching and learning experience, reconstructingthe events, generating alternatives, and considering the ethicalimplications of the teaching event. Reflective practice results in a deeper

65

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

Data SourcesTwo primary sources provided data for this study: interviews with

cooperating teachers at the completion of the student teachingexperience and a demographic survey completed prior to the interview.

Interviews. Standardized formal interviews using open-ended formatswere conducted to examine whether the mentoring experience generatedreflection on practice and to determine whether the participantsperceived that shifts in their thinking or practice resulted from thesemester of supervision. Clearly, the interviews prompted these teachersto reflect upon their reflection during the hosting experience. However,no intervention occurred during the student teaching semester to alertparticipants to our purpose of determining whether mentoring resultedin professional development for the inservice teacher. Neither did wehave preconceptions regarding the degree to which cooperating teacherswere moved to reflect on practice during their mentoring. All such indi-cations were offered by the participant educators following theprofessional semester.

Demographic Inquiry. A one-page demographic survey wascompleted to obtain personal, educational, and professional data on theparticipants.

Data CollectionParticipants gave informed consent prior to data collection. The

demographic inquiry was completed and returned to the investigatorsprior to the interviews. Standardized open-ended interviews wereconducted using an interview guide to ensure consistency across cases.Interviews, which lasted 30 minutes to an hour, were audiotaped andtranscribed.

AnalysisDuring the initial stages of the study we sought to determine the

perceptions of participating cooperating teachers concerning the rolereflection did or did not play in and the possible changes in thinking andpractice that they attributed to their mentoring of student teachers. Wetook an inductive approach to analysis in which "the patterns, themes,and categories of analysis [came] from the data rather than beingimposed on them prior to data collection and analysis" (Patton, 1990, p.390). Through inductive analysis we determined what factorscontributed to the cooperating teachers' reactions to their mentoringexperiences, thereby establishing themes. For all subsequent data analysiswe utilized a deductive approach. Using constant comparison (Glaser &Strauss, 1967), each concept was compared to previously categorizeddata and added to the appropriate category. Categories were then

67

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

grouped into broader categories. According to Huberman and Miles(1994), inductive and deductive analyses "are both legitimate and usefulpaths" (p. 431). As themed categories expanded, it became possible tomeasure the data quantitatively. For example, when multiple participantsindicated during formal interviews that they perceived that theirmentoring experience enhanced their awareness of their own roles asmodels, we were able to quantify that information to determine the ratioof like responses to the total number of participants. In addition, severalsteps were taken to ensure the trustworthiness of the data. First, acolleague also in teacher preparation reviewed the data to increase thecredibility of the findings (Lincoln & Guba, 1985). Second, memberchecking was employed. Several participants were provided with a copyof the manuscript and asked to give feedback on the content and theaccuracy of the document.

Results

The presence of another adult in a teacher's classroom adds adynamic not otherwise afforded. A host teacher is aware of the watchfuleyes of the novice, and that awareness can stimulate reflection-in-actionas the mentor strives to model professional behavior. In this study partic-ipants specifically identified reflection as a primary outcome of the men-toring experience. Mentoring a student teacher motivated participants torely upon reflection-on-action to validate or to reframe thinking andconsider modifying practice. As students, ripe with awareness of contem-porary pedagogy, shared the classroom, learning was reciprocal. Also,because teaching is usually an isolated activity, the added presence of astudent teacher in most cases resulted in a pleasant collegialenvironment.

Awareness of ModelingOne theme cited by 20 of the 28 participants was that pressure was

added by knowing that they were serving as models for the novices. Anelementary school physical educator stated, "Sometimes you get into arut with certain classes or certain students, and sometimes with anotherperson in there it changes the flow a little bit." This recurring perspectiveon reflection-in-action is also proffered by a high school special educatorwho said, "Whenever there is someone else in the room, you always wantto be sure to put your best foot forward. You want to provide the bestexample that you can." Another participant, a high school family andconsumer science educator, identified means by which the studentteacher heightened her awareness of her own pedagogy. She explained,

68

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

Having her in the classroom with me on a day-to-day basis makes memore aware of what it is that I am trying to accomplish with these kids.Am I on task? Am I being accountable? The student teacher keeps mefocused on my real goal here as a teacher.

This positive effect on teaching is noted across the data and acrossdisciplines. Another example of ways the participants perceived thatserving as a host teacher pushes them to improve is offered by a middleschool physical educator, who stated, "I teach my best with the addedpressure of someone watching. I do additional research and push theenvelope more than I would if I did not have the student teacher there.So it makes me a better teacher." This sense of audience often drives ateacher to reflect on his or her action and devote more energy toplanning and managing the lessons.

Twenty-six participants spoke specifically to the motivation forreflection-on-action caused by examining one's practices in order toexplain them to another. One elementary education teacher reasoned,

When you are trying to explain your philosophy to someone else, itmakes you reexamine and refresh your memory. You look at what youare teaching a litde more carefully and think about what you are doingand goals that you are trying to accomplish when you are trying todemonstrate them to someone else.

Serving as a mentor pushes one not only to model but also to beaccountable for that modeling. Identifying the rationale requiresreflection-on-action for validation. An elementary physical educatorexplained,

When you are too close, when you are teaching you really can't see it aswell. But I can see when my student teacher teaches my lessons—then Ican actually see the big picture. Even if she has taught the next class andis imitating me exactly, I can still see where my strengths are and where Ineed to change things.

Such opportunities to witness a version of one's own instruction invitesreflection-on-action and self-assessment. One can behold a need forchange that might otherwise have been overlooked.

One elementary physical educator spoke of the opportunity toimprove his own practice through reflection-on-action. He said, "Theymay try to use the same mediod that I use and it doesn't work. By sittingback maybe I will see that there has got to be a better way or that maybewe shouldn't do that at all." However, an educator is not always affordedthe opportunity to reflect on action in the way she or he can whenhosting a student teacher. Capitalizing on this opportunity can serve as acapstone for the experience. A high school special educator observed,

69

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

When they ask me questions, I start examining myself. Why do I do itthat way? What do I think about that? Why not try that or think that? Itopens up a brand new world of questioning and self-examining that Imight not do.

This reflection-on-action can be enhanced if the rapport between coop-erating teacher and student teacher invites ongoing dialogue. Suchexchange results in a mutually rewarding opportunity for growth forboth the teacher and the candidate. A middle school special educatorcommented, "We had an ongoing communication, where feedback wasgiven both ways. She would give me good feedback, too. So it made mereflect on what I was doing, because she would be looking up to me toguide her." Another special educator at the elementary level echoed thatsentiment, saying, "It makes me take a look at how I do things and howI could do things differently." Reflection-on-action can provide theimpetus to validate or even alter pedagogy.

Sense of ValidationFurthermore, hosting a student teacher can offer the mentor a closer

look at the effectiveness of her or his own instructional pedagogy.Twenty-four of the 28 participants testified that their practices were vali-dated as a result of having a student teacher. One elementary physicaleducator stated, "They follow my program and in seeing it work, I feelcomfortable that I am on the right track." Such reflection-on-actionoffers the mentor teacher an opportunity to witness her or his practicesand determine effectiveness.

They also acknowledged the satisfaction they feel when the studentteacher identifies the teacher's practice as on target with what they havestudied. For example, one speech clinician noted, "There's nothing likehaving someone come in and say, 'We were just talking about this inclass.'" Awareness that the practice ongoing in the classroomdemonstrates cutting-edged pedagogy reassures the host teacher of her orhis efficacy.

Exposure to Innovative PracticesTen of the 28 educators identified hosting a student teacher as a

means for them to stay on the cutting edge in their fields. Commentsincluded, "I want to be on top of the game," "I want to be current," and"It helps to keep me fresh with what's going on." One high schoolEnglish teacher emphasized, "I think anybody who is a mentor and doesnot expect to learn something is an arrogant fool!" The participants whovoiced their delight at learning attributed this growth to ideas broughtfrom the university. "And I do always like to hear what's being said intheir university classes, because then I could say that 'that's not what we

70

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

really do' or 'that is in fact what we do,"' said a high school specialeducator. A high school physical educator chimed, "What it does is thatit helps you keep up to date. It helps you to keep that passion forteaching going." This desire to contemporize pedagogy demonstrates thepotential for professional development that mentoring a student teachermay offer.

Also 10 of the participants acknowledged that as a result of hosting astudent teacher they were motivated to read professional publications. Ahigh school special educator reported, "I did read some articles that mystudent teacher gave me. I actually even bought a book and I guess I'llgive credit to her." She added, "Maybe they do indirectly influence me,because I want to keep up on the latest trends." Four recounted that theyhad attended conference sessions targeting the student teachingexperience, testifying to their desire for additional reflection-on-action.Also, a high school English teacher noted, "I always take my studentteachers when I attend a conference. I don't like leaving them here withthe sub; I think they should be going, too." Another participant, an ele-mentary speech clinician explained,

There was a push for a different kind of therapy that we did withchildren who were severely unintelligible.... My student teacher wasthoroughly versed in it, so that motivated me to go back to the universityand take a course, so it really spurred me to keep current.

Clearly one of the benefits of hosting a student teacher that some coop-erating teachers acknowledge is the opportunity to be exposed topractices that are on the cutting edge. For teachers who are eager to con-tinue learning, working with a student teacher may be one avenue forthem to keep abreast of the field.

Forum for Reciprocal LearningTwenty-seven of the participants had repeatedly hosted previous

student teachers. Twenty-four testified to the varied ways in which men-toring had served to inform and to ultimately change their thinkingabout their own teaching and in some cases alter their practices. Twentydescribed it as a mutual learning experience. One high school musicteacher said, "I always tell them I will learn more from them than theyare going to learn from me." Among the areas identified where veteranteachers learned from student teachers were technology, openingactivities, specific learning activities, and new teaching materials. Amiddle school English teacher reported,

She did a lot more group work than I normally do. She had some newideas that created more opportunity for student involvement. The kidswere more active participants than they were with me, so I benefitedfrom that and her use of technology, too.

71

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

Mentors also frequently mentioned their pleasure at the initiativesshown by their student teachers. One elementary speech clinician com-mented, "I have been blessed with student teachers who have taken theinitiative to bring things in or research something that we might havebeen talking about." A family and consumer science mentor spoke of herexperiences with a student teacher from India: "She introduced me tothe idea that maybe I need to have higher standards. Her culturebrought something new to the department. She didn't bend her expecta-tions. She impressed me." These mentors all demonstrate reflection-on-action sparked by the student teacher's presence that led them to changesin awareness. They viewed hosting a student teacher as a means ofmutual sharing.

Teacher participants offered myriad specific examples describingways in which the mentor teacher learned from the student teacher. Oneelementary physical educator recounted, "I worked one time with astudent teacher who had much more experience in soccer and taughtmany camps, and I changed my entire soccer lesson plans." A highschool music teacher also said, "I'm going to do a completely differentthing with sight reading because of the last student teacher I had . . . Hemade great strides in the way he was doing it, and I would probably nothave approached it that way." Not only did the participants testify to thechanges in practice precipitated by their student teachers' pedagogies,but also through reflection-on-action, they began to recognize areaswhere they wished to expand their knowledge. An elementary teacherreflected, "Her being bilingual made me think, 'You know, I wish I hadthat skill,' because there were several instances where we used her skillsthat way." The participants who reported reciprocity in learning duringthe mentoring experience enjoyed their collegial sharing.

Collegiality in the ClassroomClearly the cooperating teachers recognized the collegiality afforded

by hosting a student teacher. An elementary teacher reflected,

It's a learning experience for both of us. I like the challenge of coming upwith new ideas with that person. It offers the students more one-on-onehelp, because instead of one pair of hands there are two pairs of hands inthe room. I like working with someone else and sharing materials andhaving a laugh.

Not only do teachers benefit from collegiality between mentor andmentee, but they also recognize the kinds of professional conversationsthe experience engenders. Another elementary teacher elucidated, "Otherteachers have student teachers, and you're all comparing notes, so it justopens a whole different connection there for talking, feedback, and ideas.It allows you to get more ideas from other teachers." Thus, such collegial

72

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

sharing of practices also enriches conversations among professionals. Thetestimonies of these cooperating teachers indicate that the studentteachers invited reflection-on-action that led them to engage in collegialdiscourse with other veteran teachers.

All participants but one expressed a desire to host a future studentteacher. An elementary educator said, "I just enjoy it when I can seesomebody get up there and succeed." Also, 27 of the 28 participantsnoted that they had grown professionally from the hosting experience.An elementary physical educator commented on the overall experiencesaying, "It helps me to keep up to date. It gives me a chance to relate toanother adult on a daily basis, where we can have discussions aboutmediods, management, and curriculum. We can have conversationsabout the profession." Professional growth can be a natural outcome ofhosting a student teacher. The presence of anodier adult with a sharedprofessional goal can heighten awareness and stimulate reflection-on-action.

Serving as a cooperating teacher can trigger a sense of responsibilityto model effective practices and maintain a professional demeanor.When under scrutiny a host teacher relies on reflection-in-action. Inorder to explain one's practice, thereby validating his or her pedagogy,reflection-on-action plays an essential role. Also, oftentimes the studentteacher comes armed widi current theories and strategies that maymodify the cooperating teacher's future practice. This reciprocity canresult in a collegial bonding enhanced by a shared sense of purpose,which can be affirming as well as enlightening.

Discussion and Conclusion

Cooperating teachers testified to the stimulus that mentoring astudent had on their reflection on practices. They recognized the weightyresponsibility they felt when being observed by mentees. In order tomodel effective behaviors they engaged in ongoing reflection-in-action.Simply verbalizing their perspectives on teaching served not only toinstruct the student teachers but also to validate mentor practices. Also,witnessing the student teachers' attempts to replicate behaviors modeledby the host teachers served to verify or to challenge the mentors' perspec-tives on their own previous practices.

Likewise, many cooperating teachers posited that they learnedcutting-edge practices from their mentees. In fact, many identified recip-rocal learning as one of their motivators for hosting a student teacher. Asa result of reflection-on-action, inservice teachers often adopted thestrategies used by the neophytes. Also, teachers said that hosting sparkedtheir interest in reading professional articles and attending specificsessions at professional conferences that they might not otherwise have

73

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

done. Finally, they identified the collegial benefits they reaped by havinganother adult in their classrooms. A high school family and consumerscience educator explained, "It makes me a better teacher. I like the ideaof mentoring and being able to be on my toes more. I also get moreinformation from [the university]. It's two extra hands in the classroomfor the students." Several teachers noted the opportunities to help morestudents afforded by having two adults present. Also they felt a kinshipwhen sharing their classrooms with a pre-professional who affordedopportunities to discuss educational matters and shape professionalgoals.

Reflection-in-action and reflection-on-action, which served as theconceptual grounding for this study, is rooted in Schons (1987)framework on reflective practice. He initiated the theory that reflection isat the heart of all experience-based learning. Certainly hosting a studentteacher offers experience-based learning for both the novice and theveteran teacher. Schon clarified that "fa] skilled performer adjusts hisresponses to variations in phenomena" in a "moment-by-moment appre-ciation of a process" (p. 29). Though Schon admitted that "reflection-in-action" is a contradiction of terms (1983, p. 278), he clarified that"reflection-in-action is a process we can deliver without being able to saywhat we are doing" (1987, p. 31). Furthermore, he acknowledged that"it is one thing to be able to reflect-in-action and quite another to beable to reflect on our reflection-in-action so as to produce a good verbaldescription of it" (1987, p. 31). As host teachers address their classes,aware that their student teachers are watching, their reflection-in-actionpresses them to strive toward good teaching decisions, as they visualizewhat the student teachers witness. Likewise, the student teacherspresence stimulates the host teacher toward reflection-on-action in orderto later explain her or his classroom behaviors.

In times of educational reforms and increased efforts to improvequality of instruction, it is imperative that teacher educators, administra-tors, and educators capitalize on those experiences proven to effectprofessionals positively. If serving as a cooperating teacher enhances ped-agogy, then the number of inservice teachers who mentor studentteachers should be expanded. Often the same teacher is invitedrepeatedly to host a student teacher due to the host teacher's proveneffectiveness and proximity to the university, whereas teachers who areperceived as less efficacious may be avoided in order to provide thestudent teacher with the best possible experience. However, this studyindicates that hosting a student teacher may serve to enhance the reflec-tion on practice of a struggling professional.

In order to offer the student teacher a positive experience and stilloffer a less effectual teacher a chance for professional growth, perhaps a

74

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

wise administrator would opt to split the student teachers time betweentwo host teachers. In order to maximize the experience for inserviceteachers, it may be beneficial to allot time for all members of the contentarea or grade level to interact with the student teacher on pedagogy.Having a pre-professional join a veteran teacher in the classroom canbenefit the students, the student teacher, and the cooperating teacher. Inassigning placements, teacher education programs and schooladministrators should consider the potential positive influence of studentteachers and carefully match mentors with mentees.

References

Beck, C , & Kosnik, C. (2000). Associate teachers in pre-service education:Clarifying and enhancing their role. Journal of Education for Teaching,26(3), 207-224.

Brink, B., Laguardia, A., & Grisham, D. (2001). Who needs student teachers?Action in Teacher Education, 23(3), 33-45.

Calderhead, J., & Shorrock, S. (1997). Understanding teacher education.London: Falmer.

Darden, G., Scott, K., Darden, A., & Westfall, S. (2001). The student-teachingexperience. Journal of Physical Education, Recreation, and Dance, 72(4), 50-53.

Davies, M., Brady, M., Rodger, E., & Wall, P. (1999). Mentors and school-based partnership: Ingredients for professional growth. Action in TeacherEducation, 21(1), 85-96.

Dewey, J. (1933). How we think. Boston: D. C. Heath.Dewey, J. (1963). Experience and education. New York: Collier. (Original work

published 1938)Ferraro, J. M. (2000). Reflective practice and professional development(Report

No. EDO-SP-2000-3). East Lansing, MI: National Center for Research onTeacher Learning. (ERIC Documentation Reproduction Service No.ED44920)

Ganser, T. (1993). The benefits of mentoring as perceived by beginningteachers and mentors. Forward, 17(2), 61-68.

Glaser, B. G., & Strauss, A. L. (1967). Discovery of grounded theory: Strategies forgrounded research. Chicago: Aldine.

Huberman, A., & Miles, M. (1994). Data management and analysis methods.In N. R. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research(pp. 428-444). London: Sage.

Koskela, R., & Ganser, T. (1998). The cooperating teacher role and careerdevelopment. Education, 119(1), 106-114, 125.

Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.Patron, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.).

Newbury Park, CA: Sage.Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.Schon, D. A. (1987). Educating the reflective practioner. San Francisco, CA:

Jossey-Bass.

75

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

Shulman, L. S. (1987). Knowledge and teaching: Foundations of a new reform.Harvard Educational Review, 57(1), 1-22.

Veal, M. L., & Rikard, L. (1998). Cooperating teachers' perspectives on thestudent teaching triad. Journal of Teacher Education, 49(2), 108-119.

Wepner, S. B., & Mobley, M. M. (1998). Reaping new harvests: Collaborationand communication through field experience. Action in Teacher Education,20(3), 50-61.

Woods, A., & Lynn, S. (2001). Through the years: A longitudinal study ofphysical education teachers from a research-based preparation program.Research Quarterly for Exercise and Sport, 72(3), 219-231.

76

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014

The Teacher Educator, vol. 39, no. 1, Summer 2003

Appendix AInterview Guide

1. What do cooperating teachers perceive as their roles in the studentteaching experience?

What did you perceive was your role as a cooperating teacher? (curriculumplanning, management, assessment?)

Were the university's expectations clearly outlined? What could the univer-sity have done to make the process easier for you?

Does your school have additional expectations? (teachers' meetings, parent-teacher conferences, additional duties [i.e., bus or hall duty], extra-cur-ricular responsibilities?)

Beyond formal expectations what did you hope your student teacher wouldlearn?

2. To what extent does supervising student teachers result in reflection ontheory and practice?

In what ways did mentoring a student teacher press you to examine yourown beliefs about teaching?

Did your student teacher introduce you to new ideas about teaching?Did the university supervisor share new information on teaching?Were any of your theories on teaching challenged while you hosted a

student teacher?Have any of your theories and practices been validated as a result of the

student teaching experience?

3. Do cooperating teachers' instructional behaviors alter as a result of thepracticum?

Have any of your classroom practices been altered as a result of hosting astudent teacher? Curriculum planning? Instructional applications?Classroom management?

Were you influenced to read any professional articles or attend any profes-sional conferences due to your role as a cooperating teacher?

Why did you agree to host a student teacher? Would you accept another inthe future?

Do you believe you have grown professionally as a result of mentoring astudent teacher?

77

Dow

nloa

ded

by [

Har

vard

Lib

rary

] at

13:

30 0

8 O

ctob

er 2

014