Role of Cooperating Teachers in Transforming Theory into Practice
The Present Qualitative study aims to examine the role of cooperating teacher in transforming theory into practice. Study was based on assumption that Cooperating teachers engage their student teachers in ongoing conversations about their practice, encourage them to ask questions, to think for themselves, to share what they observe in classroom and practice with them and helps student teachers to try out new strategies and methods. Convenience and Purposeful Random Sampling technique was used to collect data from cooperating teachers and student teachers placed in partner schools of institute of education in a women university during practicum.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0103
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada