Source: Teaching and Teacher Education, Volume 25, Issue 2, February 2009, P. 285-296
In the student teaching triad model adopted in this study, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience.
The main objectives of the study were: 1. to document the benefits and challenges for pre-service teachers and cooperating teachers who participate in a triad model; 2. to describe the co-teaching models that would emerge during this experience.
Pre-service teachers and their cooperating teachers reported several strengths of the triad model in the following areas—learning from each other, professional support, outcomes for K-12 students, comprehensive feedback about teaching and classroom practice, and pre-service teacher confidence. Limitations and concerns identified by both groups included dependency, confusion with classroom management issues, loss of individuality, and competition between the pre-service teachers.