What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review

Abstract

This research review focuses on studies that have examined the coaching interactions of cooperating teachers and preservice teachers around practice in teacher education programs. The review is situated inside of the practice-based turn in teacher education where the focus is on teaching as learning through practice and the crucial role that cooperating teachers play in mediating this learning. Forty-six studies were identified as meeting the criteria for inclusion. The analysis of these studies yielded a total of fourteen findings with varying levels of support. These findings are clustered in four areas: current practices and conditions; innovations in practice; relationships and tensions; and local contexts and teaching practices. The findings point to the need for stronger theoretical framing of the work of cooperating teachers in supporting teacher development and to the need for teacher education as a whole to be more proactive and responsible in the preparation of cooperating teachers.