Research on the Role of the Relationship between Early Childhood Preservice Teachers and Their Cooperating Teachers in Influencing Preservice Teachers' Autonomy
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This study uses the qualitative case study method to research how three early childhood preservice teachers interacted with their cooperating teachers and how their relationships influenced the preservice teachers’ development of autonomy. This information may help teacher educators and cooperating teachers support preservice teachers’ reflections on learning and teaching. Moreover, it is helpful for preservice teachers to reflect on their autonomy in conducting intern teaching as well as teacher education classroom courses. From the findings, it was found that in three cases Christiana, Lucy, and Judy were influenced by their interaction with their cooperating teachers in the context of student teaching internships. For Christina, trust and open communication between intern teacher and cooperating teacher played an important role in supporting her autonomy in learning and teaching. For Lucy, mutual respect and trust between her cooperating teachers supported her ability to understand issues and take responsibility to solve them on her own. Lastly, for Judy, the communication styles with the preserivce teacher and her cooperating teachers influenced the promotion of the preservice teachers’ self-motivated construction of personal practical theories of learning and teaching. These findings were discussed on the basis of previous research and theoretical frameworks.
Abstract
This study uses the qualitative case study method to research how three early childhood preservice teachers interacted with their cooperating teachers and how their relationships influenced the preservice teachers’ development of autonomy. This information may help teacher educators and cooperating teachers support preservice teachers’ reflections on learning and teaching. Moreover, it is helpful for preservice teachers to reflect on their autonomy in conducting intern teaching as well as teacher education classroom courses. From the findings, it was found that in three cases Christiana, Lucy, and Judy were influenced by their interaction with their cooperating teachers in the context of student teaching internships. For Christina, trust and open communication between intern teacher and cooperating teacher played an important role in supporting her autonomy in learning and teaching. For Lucy, mutual respect and trust between her cooperating teachers supported her ability to understand issues and take responsibility to solve them on her own. Lastly, for Judy, the communication styles with the preserivce teacher and her cooperating teachers influenced the promotion of the preservice teachers’ self-motivated construction of personal practical theories of learning and teaching. These findings were discussed on the basis of previous research and theoretical frameworks.
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