Abstract
The student teaching experience is a significant learning opportunity for preservice teachers (Clarke et al., 2013; Matsko et al., 2020). This field experience requires preservice teachers to work closely with a cooperating teacher (CT), who serves a fundamental role within teacher preparation programs, providing the classroom context and K-12 teaching experience for teacher candidates. An extensive body of literature provides compelling evidence that CTs lack appropriate preparation to support student teachers, resulting in inconsistent and potentially ineffective supervision during the student teaching experience (Clarke et al., 2014; Matsko et al., 2020). Therefore, teacher preparation programs should support and prepare CTs for their significant roles in supporting preservice teachers’ training.
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