Requirements, Benefits, and Concerns of Technology Education Cooperating Teachers: An Exploratory Study among Nine Midwest Universities

Abstract

Student teaching experience is important in the professional preparation of teachers. Successful teaching practice hinges on the effectiveness of cooperating teachers (CTs) who spend considerable time supervising and mentoring student teachers. Unfortunately, the welfare of the cooperating teachers is often neglected, and this is detrimental to student teaching practice. This study established the requirements of becoming cooperating teachers, the rewards for cooperating teachers and challenges faced by technology education cooperating teachers in five upper Midwestern states of the United States associated with a program at one university. Data were collected from a sample of convenience (eight technology education cooperating teachers for one university), university websites, and interviews with university representatives. The minimum requirements for cooperating teachers ranged from teaching qualifications or license to additional graduate education classes or training. The CTs received cash, free meals or tickets or college tuition waivers as rewards. The CTs cited the following challenges: constantly changing administrative procedures from the students’ universities, under-prepared student teachers, and lack of appreciation by the student teachers. Suggestions for improving the welfare of cooperating techers are provided.