Abstract
ABSTRACT This study examines the perceptions of relationship quality and satisfaction held by student teachers and their cooperating teachers within the context of an instructional coaching framework-focused student teaching experience. Cooperating teachers operated as instructional coaches who then provided turn-around training for other cooperating teachers. Independent sample t-tests compared perceptions of the student teaching experience for student teachers and their cooperating teachers with two levels of training as measured by the Coaching Relationship Questionnaire. The instructional coach-trained cooperating teacher group showed advanced psychosocial mentoring, dyad satisfaction and dyad similarity as compared to the turn-around-trained cooperating teacher. However, regardless of training level, positive perceptions of the student teaching experience were reported. Additionally, elements of the instructional coaching framework that were found to be beneficial to cooperating teachers serving as coaches for student teachers were examined in light of the outcomes of the questionnaire. Based on findings, a model of training for cooperating teachers is considered.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
