Student Teachers' Views about their Relationships with University Supervisors, Cooperating Teachers and Peer Student Teachers

Abstract

The purpose of this study was to examine student teachers' views about the influence of contributions from university supervisors, cooperating teachers and student teachers on their professional development. Journals kept by 16 vocational student teachers during their teaching practice showed that cooperating teachers and university supervisors played a meaningful role in their professional development. The most important factor seemed to be the quality of the dialogue that was maintained during the practicum. The more open the dialogue and the more divergent the views allowed, the more satisfied the student teachers were with their practicum. The study also indicated that peer students were felt to have a particularly important supportive role.