A model for introducing student teachers to collaboration

Abstract

There has been a great deal of recent discussion in schools about the need for teachers to implement programs through collaboration. In order for teachers to work together effectively, they need to become comfortable with the collaborative process. Student teachers need to be exposed to experiences where they have the opportunity to collaborate with colleagues. This paper describes and analyzes a model in which student teachers are placed in a collaborative situation at a participating elementary school Data sources include student teacher journals, student teacher questionnaires, interviews with cooperating teachers, and supervisor field notes. Advantages and disadvantages; cooperating teacher and supervisor roles; and the effects of collaborative work on student teachers' performance in relation to planning and lesson execution, professional behavior, and self‐esteem are explored. The results indicate that, despite a few disadvantages, there are many benefits to introducing collaboration during the student teaching experience.