The Cooperating Teacher I's : Effective Mid-Lesson Responses to Student Teachers' Critical Teaching Incidents

From Section:
Multiculturalism & Diversity
Apr. 15, 2007
Spring 2007

Source: Action in Teacher Education v. 29 no. 1 (Spring 2007) p. 61-70

When student teachers experience difficulty during lesson implementation, seasoned cooperating teachers choose among 6 alternative strategies by which to assist. Collectively called cooperating teacher I's, the strategies are as follows: ignore, intervene, interject, interact, interrupt, and intercept.

Appropriate use of these strategies can be taught directly or made more explicit to cooperating teachers as a means to facilitate quick resolution of problems; maintenance of student teacher confidence, self-esteem, and classroom authority; cooperating teacher confidence in the mentor role; and active or passive choices as they may be appropriate to specific circumstances.

Included is a brief summary of research about cooperating teachers and their feedback practices, a description of behaviors that generally prove to be ineffective in response to these situations, detailed descriptions of the 6 cooperating teacher I's that appear to be effective, and a discussion of general observations and implications.

Updated: Nov. 05, 2019
Cooperating teachers | Interaction | Interjection | Intervention | Lesson implementation