Characteristics of Co-Operating Teachers

Abstract

In this large-scale study, I have profiled the backgrounds and assumptions of co-operating teachers. The results indicate that teachers have a high state of professional preparedness, a depth of experience not previously documented, an overwhelming desire for feedback, a strong call for selection criteria, and an unexpected gender difference in terms of numbers. The profile that emerged supports some common beliefs about co-operating teachers, refutes others, and extends an overall understanding of their involvement in teacher education. Most important, it signals a shift in the conception of their role within teacher education. L’article dresse le profil des antecedents et des postulats des enseignants associes. Les resultats indiquent que les enseignants sont tres bien prepares, possedent une vaste experience, desirent connaitre les reactions de leur entourage, s’interessent aux criteres de selection et presentent une difference inattendue entre les sexes quant aux nombres. Le profil qui a emerge permet de mieux saisir le role des enseignants dans la formation des maitres. Il signale surtout un changement dans la conception de leur travail : de superviseurs de stages, ils passent a celui de responsables de formation a l’enseignement.