Effects of a Self-Directed Training Program on Cooperating Teacher Behavior

Abstract

Supervisory behaviors and practices of 12 cooperating teachers (CT) were compared during an 8-week field experience. A control group of seven CTs followed their normal procedures when supervising a student teacher (ST) while a treatment group of five CTs followed guidelines and tasks outlined in a supervisory training manual. The training manual consisted of seven modules. Results indicated the supervisory training manual was effective in improving and increasing supervisory behaviors and practices of CTs in secondary physical education. Analyzing the daily supervision log using independent t tests and univariate and multivariate repeated measures analysis indicated that trained CTs gave more substantive feedback than untrained CTs. Trained CTs provided STs with more frequent supervisory intervention than untrained CTs, as shown by analyzing the weekly wrap-up report using an independent chi square. It was confirmed that trained CTs are less controlling, more indirect, and more on task than untrained CTs.