Abstract
The Clinical School Faculty member, historically referred to as the cooperating teacher, has emerged through the national redesign of teacher preparation programs as a key participant during clinical field experiences. While the role of the clinical school faculty member has been important to teacher preparation program for decades, the clear definition of roles, qualifications, and responsibilities have rarely been questioned or researched. A compilation of research studies on this supervisor of teacher candidates is presented including findings on selection, competencies, and relationships with other participants.
Recommended Citation
Massey Vessel, Amy
(2005)
"Defining the Role of Clinical School Faculty in Clinical Experiences: A Redesign of the Teacher Preparation Program,"
Essays in Education: Vol. 14:
Iss.
1, Article 21.
Available at:
https://openriver.winona.edu/eie/vol14/iss1/21
Unique Identifier
WSUEIE2005SUvessel
