The Culture of Cohorts: Preservice teacher education teams at a southeastern University in the United States

Abstract

The cultures of elementary and early childhood preservice teacher education cohorts or teams are examined. Qualitative analyses yielded both positive and negative elements of team cultures. Influences on team cultures that emerged were: (a) the family-like context of teams, (b) the differential treatment given to some classmates, (c) the formation of cliques, (d) group pressure, (e) cooperative assignments, (f) professors, and (g) team supervisors. Analyses revealed congruence among the diverse voices in support for the cohort structure, but congruence also in noting serious and recurring problems across some teams. Recommendations are given for university, college, and team level support.