DEVELOPING STRATEGIES FOR EFFECTIVE STUDENT TEACHING PROGRAM IN ARTS EDUCATION

DEVELOPING STRATEGIES FOR EFFECTIVE STUDENT TEACHING PROGRAM IN ARTS EDUCATION

A Thesis
Presented to
The Graduate School Faculty
Ramon Magsaysay Technological University
IbaZambales

In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education

by

ZHOU XINYI

January 2013
Republic of the Philippines
Ramon Magsaysay Technological University
GRADUATE SCHOOL
Iba, Zambales

The study hereto attached entitled
DEVELOPING STRATEGIES FOR EFFECTIVE STUDENT TEACHING PROGRAM IN ARTS EDUCATION

Has been prepared and submitted by ZHOU XINYIwho is hereby recommended for oral examination.

ENGR. JERRY CRISTOBAL
Faculty Adviser

Approved by the Committee of Oral Examiners

FLORITA V. MIRANDA, Ph.D. Chair, Graduate School, WCM-RMTU

EMERITO NACPIL, Ph.D. ESMEN CABAL, Ph.D Member Member

Accepted and approved as a requirement for the Degree
Master of Arts in Education (MAEd.)
Major in Educational Administration

January 2013 CELSO R. CARIG, Ed.D.
Date of Oral Defense Dean, Graduate School

APPROVED:

FELICIANO S. ROSETE, Ph.D.
University President
ACKNOWLEDGEMENT

Firstly, the author wishes to thank Engr. Jerry Cristobal, his adviser, who had guided and helped him in accomplishing this paper.

Secondly, he would like to thank the Ramon Magsaysay technological University and Wesleyan College of Manila administration and staff for the opportunity they gave him to finish the course.

Thirdly, his special thanks to his family members and friends for their financial, physical and emotional support.

Above all, he is always grateful to the Almighty God for the blessings and trials.

XS

ABSTRACT
The study aimed to investigate the development mentoring relationship between cooperating teachers and their menteeat Shandong University. Though the sample of participants in this study was small, involving only three participants, and only one higher education institution was involved, to keep it within a manageable framework, it offers a glimpse of what an art cooperating teacher has the potential to gain for the time, effort and work they put into their role. The study made use of qualitative descriptive design and interview guide was the main instrument used in gathering data.
The study revealed that a number of benefits exist for cooperating teachers.Furthermore, the studied laid out specific knowledge that cooperating teachers gained as a result of hosting a student teacher. Based on the benefits and knowledge acquired, it was concluded that art cooperating teachers could achieve professional development as a result of the role that they play.
Based on the result, the researcher recommended enhancing student teachers and cooperating teachers involvements. Student teachers must be prepared at all times. Advice of the cooperating teachers should be taken into account but not taken verbatively. Meanwhile, the cooperating teachers must ensure that the whole experience of the student teacher is worthwhile by giving them activities that they would be able to reflect on their experience. Finally, the university can come up with programs that could enhance the student teaching program such as giving recognition or incentives to both cooperating teachers and student teachers and a clear program or plan of activities of the student teachers.
TABLE OF CONTENTS
TITLE PAGE …………………………………………… i
APPROVAL SHEET …………………………………………... ii
ACKNOWLEDGEMENT …………………………………………… ii
ABSTRARCT …………………………………………… iii
TABLE OF CONTENTS …………………………………………… iv
LIST OF FIGURES …………………………………………… vi
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND Introduction …………………………………………… 1 Conceptual Framework …………………………………………… 4 Statement of the Problem …………………………………………… 4 Significance of the Study …………………………………………… 5 Scope and Limitation of the Study …………………………………… 6 Definition of Terms…………………………………………… 7
2 REVIEWOF RELATED LITERATURE AND STUDIES Related Literature …………………………………………… 8 Related Studies …………………………………………… 11
3 RESEARCH METHODOLOGY Research Design …………………………………………… 24 Research Locale …………………………………………... 25 Respondents …………………………………………... 26 Research Instrument ………………………………………….. 27 Data Gathering Procedure …………………………………………. 27 Statistical Treatment of Data ………………………………………… 29 Sources of Data ………………………………………… 30
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 33
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 44
BIBLIOGRAPHY
APPENDICES

LIST OF FIGURE

Figure Page

1 Map of Shandong University Campus 25

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction Student teaching is an unequivocal experience in teacher training programs. During this phase of training, pre service teachers face first- hand the day to day workings of a school teacher. Student teachers act as understudies to in service teachers, otherwise known as cooperating teachers. The relationship between student teachers and cooperating teachers can be thought of as a form of mentorship, where the cooperating teachers are the mentors and the student teachers are their protégés. Mentoring can be broadly defined as an interpersonal relationship where the mentor provides support, direction, and feedback to a protégé. This can be seen in many relationships: teacher/student, craftsperson or artist/apprentice, coach/athlete, actor/understudy, doctor/resident, and parent/child. Garvey (1994) set out that the role of the mentor is to: (a) “provide objective and trustworthy support for the participant in an unthreatening environment,” (b) “highlight how learning opportunities can be grasped through tasks and relationships with other individuals,” (c) “encourage and stimulate,”(d) “help to resolve issues arising from applying learning” and (e) “reinforce the self-confidence of a participant who may be experiencing difficulties” (p. 21). These roles are undertaken to help the protégés learn more about the life topics for which they are being mentored, as opposed to trying to learn through self-exploration, classes, books, or othermeans. Hale (1999) found that mentoring provided the development of skills that training courses alone failed to provide for protégés. Mentoring, he concluded, offered a missing link between formal training and real-life experience. Today, mentoring relationships exists across the employment board. Articles on mentoring relationships can be found in the sciences, industry, commercial and retail markets, nursing/medical occupations, law agencies, service industries, education, and businesses. A mentor is like having a personal trainer for a career, someone to guide, someone to show the ropes, someone to challenge, someone to help and support. Having another person to show the ways of life and to make one better is one of the most valuable resources to have in the world. Russell and Adams (1997) even noted that national television advocated mentoring with advertisement and toll free hotlines to discuss becoming a mentor or protégé. Life coaches have also become a popular way of experiencing new life stages from getting into college to finding a career to starting a family and so on. The idea of mentoring is traceable across time. Even in the days when the Bible was written, there was allusion to this special relationship. Proverbs 27:17 reads, “As iron sharpens iron, so one man sharpens another” (Holy Bible: New International Version, 1984). Garvey (1994) and Russell and Adams (1997) pointed out that the mentoring relationship can be traced back to Greek mythology. Both referred back to The Odyssey of Homer, a classic Greek story, where the term mentor first originated. Some of the points about mentoring that Garvey made in reference to The Odyssey of Homer include:(a) “a mentor relationship is challenging and developmental,” (b) “the mentor often has greater or different experience and knowledge,” (c) “mentors need to invest time in their mentees and know when to withdraw,” (d) “mentors may intervene on the mentee’s behalf,” (e) “mentors are often but not always older then mentees” and (f) “trust is a key element” (p. 20). These are important aspects to keep in mind when investigating the mentoring relationship, no matter what career field is being studied.
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This particular study focused on the field of art education and the mentoring that takes place with art education in schools. Mentoring relationships exist not only between the teachers and students within schools, but also amongst the teachers themselves. Today’s teachers who are graduating from teacher training programs in Ohio are required to have a mentor during their first year in the field. This mentoring relationship is expected to help ease the new teacher into the initial year of teaching in a school, void of college/university supervision. At the conclusion of this program a state appointed examiner observes the new teacher in the classroom that results in a pass or fail of the Praxis III exam. Entry year teachers who fail have opportunities to redo their observation and are sometimes required to take more college coursework. Once an entry year teacher passes s/he is promoted to the next level of the licensure process moving from a two-year provisional license to a five-year professional license. Another relationship that involves mentoring in the schools rests in the pre service teacher programs. All provinces require student teaching as part of the pre service program where a license or certificate is issued (Ganser, 1996; Koskela&Ganser, 1998). Students from colleges and universities across the country are assigned to cooperating teachers in public or private schools. These student teachers are placed in classrooms that embody the specifications of the intended licensure or certification. Student teachers spend a varying amount of time in the classrooms, but the overarching aim of the practicum is to link theory with practice and learn how to become a full-fledged teacher.

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Conceptual Framework Mentorship is fundamentally set up for the protégé and as Hale (1999) observed, “It is easy to fall into the trap of assuming mentoring is mainly for the benefit of the mentee”. Tatel (1996) discussed a ‘hidden opportunity’ for cooperating teachers when supervising student teachers. The purpose of this study is to identify opportunities of the cooperating teachers fromShandong University, involved in pre-service art education through interview. It is important for the teachers involved in supervising student realize the benefits in taking part in this activity. The study aim to identify the benefits gained by the teachers in supervising student teaches. Cooperating teachers in art can make realizations on how to set goals for themselves enhancing their experiences in mentoring a student teacher. The awareness of these benefits can enhance participation of other art teachers in mentoring and supervising student teachers. This also expand their roles in the shaping the future of art education. The field of art education is generally limited in terms of research for this topic.
Statement of the Problem This study was conducted to further investigate the development mentoring relationship between cooperating teachers and their mentee. Review of the literature revealed limited existingresearch that discussing specific topic about the relationship of cooperating teachers and student teachers in the art room thus need furtherstudy. Fewer projects can be found that focus on the cooperating teacher’s view of the experience for themselves. By researching this topic will expand the field of knowledge of art education. It will also provide pre-service programs with information resulting to greaterunderstanding and possible reforms that will benefit all involved.
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Student teachers can provide new ideas and creative approach in teaching art education. Integrating new skills in the traditional ways of teaching art facilitate learning of both mentor and student teachers.
Specifically it will answer the following questions::
1. How does the performance of the art cooperating teachers in the following aspects: 1.1 class preparation 1.2 scheduling of activities 1.3 class discipline 1.4 recording of activities
2. How can art cooperating teachers achieve professional development by hosting art student teachers from this large shandong university?
Significance of the Study
This study gave significant results which would be equally important to the following:
Student Teacher.Refers to a college student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education.
Cooperating Teacher.Secondary or Primary teachers in local public schools who host or train Apprentice Teachers.
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School Administrator.Administrators may be concerned and give insights on how to develop curriculum and plan activities that could help both the student teacher and the cooperating teacher improve their performance.
Off-Campus Supervisor.Increasing use of off-campus centers in student teaching programs represents a definite trend in education. One reason for this trend is the belief that these centers are more “realistic”, and hence more desirable than on-campus. However, there is a considerable recognition between the college or university and the off-campus center in administering the student teaching program. The off-campus supervisor should not just purely coordinate but must work closely to the student teacher and cooperating teacher regarding their progress and behavior.
Other Researcher.The studywill also make other researchers concerned and interested in coming up with further enhancement in the off-campus program in education and even in other courses.
Scope and Limitations of the Study This study included three cooperating teachers who have served or were currently serving for this large shandong university Art Education Department who agreed to be interviewed. The study is also limited by the memories of the cooperating teachers in their reconstruction of their experiences. Some interviewees had more recent experiences with student teachers, with a fresher memory, while others have had a sabbatical from their service as a
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cooperating teacher. Either way, it should be noted that the major source of data is from the cooperating teachers’ recollections, and the accuracy of the actual events that took place with student teachers may not be fully discovered due to the recreation of these events through interviews.
Definitions of Terms
The subsequent definitions were developed as a basis for this study:
Cooperating teacher. An inservice teacher who directs the performance of a student teacher in his/her own classroom and to his/her own pupils; may also be called a mentor teacher.
Student teacher.A college student seeking a degree in education who is assigned to a student teaching practicum.May also be referred to as a preservice teacher, teacher candidate or protégé.
Student teaching practicum.A semester in which a preservice teacher spends time in a public or private school, gradually taking on the responsibilities of a full time teacher, for several consecutive weeks. The preservice teacher comes to this experience with expectations of learning to become a full-fledged teacher.
Mentoring. An interpersonal relationship where the mentor provides support, direction, and feedback to a protégé. Typically the mentor is considered a master of the entailing life topic and the protégé is inexperienced. At this university a minimum teaching experience of three years is required. In this study, the life topics were grade school art education and learning to become an art teacher.
Professional development. The continued education and training of teachers.
Learning.Acquiring new knowledge or skills. 7
Chapter II
REVIEW OF LITERATURE AND STUDIES This chapter presents the review of related literature and studies to give a clearer view to substantiate this study. The materials found will be useful to the researcher in acquiring better insight into the problem under study.
Related Literature The preceding chapter examined an overview of the mentoring relationship and described the purpose of the study. In this chapter, a significant amount of literature that exists to describe the student teaching process is reviewed. The literature includes topics such as preparation, training, supervision techniques, roles, responsibilities, communication, drawbacks, and benefits involved in the student teaching practicum. This literature review was done to provide a basis for investigating the perceived benefits an art cooperating teacher received as a result of hosting an art student teacher. A cooperating teacher is a mentor, coach, supporter, and evaluator (Susi, 1992). Other terms used to describe the cooperating teacher are mentor teacher, mentor, or associate teacher (Langdon, Weltzl-Fairchild, &Haggar, 1997). A mentor is “taken to be the classroom teacher who takes most of the responsibility for the preservice teacher’s professional and personal welfare within a subject department” (Fletcher, 1998). Some universities offer training for cooperating teachers. Giebelhaus and Bowman (2002) developed a quasi-experimental study, and Kahn (2001) and Rikard andVeal (1996) used interviews to study the impact of training on

cooperating teachers. All three studies found that the training of cooperating teachers had an important impact on student teachers because cooperating teachers knew what was expected of them and they knew how to go about supplying what the student teachers needed. Ramanathan and Wilkins-Canter (2000) found that although supervisory preparation was helpful, cooperating teachers claimed that training as a requirement would be unpopular. Reitzammer (1991) also studied the training of cooperating teachers which took the form of small seminars, workshops, or formal courses. Overall though, Langdon et al. (1997) found a lack of understanding from the university towards the cooperating teacher in regards to the amount of work that these classroom teachers were putting in the student teaching experiences. Cooperating teachers also felt alienated from what was happening at the university level and wished that there was more communication. Koster, Korthagen and Wubbels (1998) covered the functions of the cooperating teacher but focused on what was left for the university instructors to cover after the cooperating teachers did their part. A growing need exists for student teaching placements because many provinces across the nation are requiring mentorship programs as a part of the licensure requirements, and many of the teachers who are good at being a cooperating teacher are being pulled into these mentorship programs rather than serving in preservice education programs (Ganser, 2002). Even in 1979, Kaplan suggested a shortage in the supply of cooperating teachers. This need is felt nationwide, as all provinces require student teaching for licensure or certification (Ganser, 1996; Koskela&Ganser, 1998). Some provinces require training for the cooperating teacher (Ganser, 2002), thus emphasizing the importance of this cumulative event in a preservice teacher’s
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education. National and state plans desire public schools and their teachers to take a larger part for collaboration in teacher education because they recognize the important role schools and teachers play in preservice teacher training (Kahn, 2001). Most cooperating teachers already serving in the preservice program are career teachers who make “a significant investment in teaching” (Applegate &Lasley, 1982). Reitzammer (1991) found that the selection of cooperating teachers was typically based on recommendations of principals, years of service, and the teacher’s desire to participate in the preservice program. Cooperating teachers serve because they feel “a professional responsibility to provide a good placement for new teachers” (Tjeerdsma, 1998) and a need to “give something back to the profession” (Hynes-Dusel, 1999). Koskela and Ganser(1998) construed that cooperating teachers feel that they make a significant contribution to the teaching field. Cooperating teachers think of hosting a student teacher as a way to get input into the future of teaching. Conceptually, they believe it is a privilege to work with student teachers (Anglin, 1991). Being selected as a cooperating teacher can be seen as a reward, a status recognition for good teaching (Anglin; Sandholtz& Wasserman, 2001). Serving as a cooperating teacher is also personally and professionally gratifying (Kahn, 2001; Kaplan, 1979), and “should be regarded as part of a professional vision of teaching” (Fletcher, 1998). Likewise, many of the teachers who served as participants in these studies saw their role as a significant contribution to the future of the teaching field. Professional development schools (PDS) are being created to meet the needs of preservice education programs. A PDS is an elementary, middle, or high school that focuses on high quality education for
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diverse students and works in collaboration with a university to serve as an exemplary site to prepare preservice teachers, to continue the professional development of experienced educators and related personnel, and to provide continuous inquiry into action research in the classroom. (Mayers, 2002)
Related Studies Studies have been done inspecting the costs and benefits of the PDS program (Bullough, Birrell, Young, Clark, Erickson, Earle, Campbell, Hansen & Egan, 1999; Johnston, Wetherill &Greenebaum, 2002). Carnes and Schwager’s study (2000) sought to identify and assess the impacts of rewards and reward structures for mentors and university faculty involved in a PDS. Cobb (2000) focused an investigation on the attitudes and opinions of those involved with the PDS to examine the effectiveness of the setup. Research conducted on the effectiveness of cooperating teachers examined the advice and communication from the cooperating teachers as well as their supervisory styles. Dunn and Taylor (1993) looked at the nature of cooperating teacher advice. They found that cooperating teachers, regardless of years of experience, were not reflective enough in their advice. Cooperating teachers in this study offered more specific solutions to problems, rather then letting the student teacher reflect and implement their own ideas. Clarke (2006) arranged for cooperating teachers to contemplate the reflections offered to their student teachers after viewing pre and post-observations interviews with student teachers that were taped. Clark used the cooperating teachers’ contemplations to methodically survey the nature and substance of the reflections.
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In 1997, Gilman inspected the effectiveness of journaling between student teachers and cooperating teachers. She found that the experience created an avenue for open communication between the cooperating teacher and the student teacher and that it raised the level of consciousness of the teaching capabilities of both parties. Justen, McJunkin, and Strickland (1999) studied the supervisory beliefs and found that the indirect method was most prevalent amongst cooperating teachers. The indirect methodgives the student teacher liberty to explore their own solution and make their own decisions, with the cooperating teacher acting as a guide and encourager, rather then the giver of solutions. Developing independence and problem solving skills in the student teacher is the main aim of this supervisory method. Miller, Hudson, and Lignuganris/Kraft (1992) provided a time analysis of cooperating teacher activity noting that supervision and planning took the most time, and within supervision the most time was spent observing and giving feedback. Caruso (1998) investigated the different stages that cooperating teachers go through as they work with student teachers through surveys completed and journals kept by cooperating teachers. He came up with six stages. The first is anticipation/excitement because they know little about the student teacher and are curious to find out more about the student teacher and how everything will work out in the cooperating teacher’s classroom. Phase two is confusion/clarity where the cooperating teacher has a first impression of the student teacher. The cooperating teacher must decide at this point how to handle the relationship taking into account the ability and readiness of the student teacher. On-stage/back-stage is the third phase in which the cooperating teacher actually models the teaching business for the student teacher. The student
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teacher also begins to take over classes at this point. The fourth stage Caruso labeled letting go/hanging on where the cooperating teacher either lets the student teacher fly or they hang on to their own classes because they feel the student teacher cannot handle the responsibility of the classroom. The fifth stage, co-teacher/solo teacher occurs as the student teacher becomes more of a team teacher with the cooperating teacher, and is allowed more freedom and responsibility. Loss/relief is the final stage in which the cooperating teacher is sad to see the student teacher leave, yet is relieved at the same time to have complete ownership over their classroom once again. Caruso hoped that recognizing these stages would help cooperating teachers better understand their position and provide assurance and comfort during troubled times knowing that they are not alone in the process. In 2000, Caruso overlapped the cooperating teacher stages with his earlier research about the different developmental stages a student teacher experiences. He determined that both parties moved through general, similar stages. Caruso wanted to clarify the relationship in the student teaching practicum to aid further discussion for those who are central in the student teaching practicum. By listening to cooperating teachers, researchers can gain much insight. According to Kahn (2001), many cooperating teachers expressed that no one had asked them about their experience as a cooperating teacher before his study. Hynes-Dusel (1999) also studied the perceptions of cooperating teachers, using their responses to suggest changes in the preservice program for physical education. The two main recommendations that came from the study were to make the student teaching practicum longer than a semester and to have internships for the
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preservice teacher preceding the student teaching practicum. Research exists that examines the effect the mentor has on the mentee’s work, but little has been written on the effects of the mentee on the mentor (Fletcher, 1998). Hawkey (1996) documented, in a journal format, his experiences as a student teacher. Lemma (1993) studied the reflective practices of the cooperating teacher and the different effects the various practices had on student teachers through case studies. She found that student teachers had to ask for assistance or feedback from their cooperating teachers. Applegate and Lasley (1982) found that cooperating teachers expected skill proficienand failed to realize that student teaching was a growing process. literature also provides suggestions of what cooperating and student teachers should do. McWilliams (1995) gave several recommendations to both the cooperating and the student teacher. Among the suggestions, they proposed looking at the relationship as a partnership in education, encouraging risk-taking and exploiting the possibilities, and setting realistic goals. Lemma proposed that training should be used to help cooperating teachers better define their role and to promote the use of reflection in the student teaching practicum. In addition to the training, she advised the university to develop meaningful partnerships with the cooperating schools. McJunkin, Justen, Strickland, and Justen (1998) studied student teachers’ preferences for the cooperating teachers’ supervisory style, and found that a collaborative style was preferred. The collaborative supervisory style includes shared ownership in problems and decision-making. Scantlebury, Johnson, Lykems, Clements, Gleason and Lewis’ study (1996) reinforced the well-recognized assumption that the cooperating teacher greatly influences the student teacher.
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Studies have been conducted to show the problem areas the cooperating teachersexperience as they work with student teachers (Applegate &Lasley, 1982). Koerner(1992) looked at what the effects were of having an adult learner in the classroom. She found the following major problem areas: interruption of instruction, displacement of the teacher from a central position in the classroom, disruption of the classroom routines and rhythms, breaking the isolation of the classroom teacher, and shifting of the teacher’s time and energy to the instruction of the student teacher from regular classroom duties. She also found that cooperating teachers reported a feeling of invasion of privacy, that discomfort and jealousy existed, especially when the students preferred the student teacher over their regular classroom teacher, and that the cooperating teachers are more comfortable when they are back in control. Likewise, Sandholtz and Wasserman (2001) found similar problems: disruption of classroom management and discipline, displacement of central role in classroom, interruption of instruction program, invasion of autonomy and privacy, dealing with weak student teachers, criticism of teaching by student teachers, shifting of time and responsibility to instructing student teacher, personality conflicts, overload of responsibilities, and uncertainty of cooperating teacher’s role. Time appears to be one of the most prevalent problems in the cooperating teacher’s day. Brink et al., (2001), Duquette (1998), Hamlin (1997), Hanes and Schiller (1994), Kaplan (1979), and Mayers (2002) all reported that time was a major constraint for a cooperating teacher. “Teachers who accept the responsibility of working with student teachers are expected to carve out time from an ever-diminishing schedule and energy from a depleting source of strength” (Kaplan, 1997). Cooperating teachers also reported an increase in workload (Carnes &
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Schwager, 2000). Between the workload and time devoted to the student teacher, Clinard and Ariav (1998) testified that cooperating teachers have little time to consider how working with a student teacher can be beneficial to them and their teaching. Other problems reported include: being disappointed or embarrassed by the student teacher (Caruso, 1998), having difficulty handing the classes over to the student teacher (Tjeerdsma, 1998), the student teacher not covering as much material as the regular classroom teacher would have (Brink et al., 2001), and negative past experiences from hosting student teachers continuing to haunt the cooperating teacher (Hanes & Schiller, 1994). Susi (1992) also found that many teachers have “difficulty communicating the conceptual basis for their routine instructional practices and classroom management policies”) making it difficult to effectively convey purposeful ideas and justification to the student teacher. Bunting (1988) found that there were no dramatic changes in the attitudes of cooperating teachers about teaching after working with a student teacher. Studies have been executed that investigate the change of beliefs, practices and perceptions in cooperating teachers after supervising a student teacher (Arnold, 2002). Perl (1980) set out to discover how cooperating teachers could benefit more from having a student teacher. He found that cooperating and student teachers felt that the materials the student teachers developed were of high quality and beneficial to the classroom students. He suggested that student teachers should leave their teaching materials behind for the cooperating teacher to use later. Graham (1993) also sought to discover reciprocity in the student teacher/cooperating teacher relationship. She found the relationship to contain many benefits for both parties and to
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be a complicated, dynamic occurrence. Many such studies have set out to do this. One of the obvious benefits to having a student teacher in the room is an extra set of hands (Koskela&Ganser, 1998; Langdon et al., 1997). Graham (1993) and Mayers (2002) noted the improved student to teacher ratio with the inclusion of a student teacher. Schools “gained unpaid staff who contribute a great deal to the life of the school” (Duquette, 1996). One teacher benefited from the input and help received from the student teacher during a new classroom situation (Caruso, 1998). Perhaps one of the most important benefits uncovered by research concernin cooperating teachers is the amount of reflection that takes place when a student teacher becomes part of the classroom scene (Arnold, 2002; Caruso, 1998; Clarke, 2006; Clinar&Ariav, 1998; Duquette, 1996, 1998; Ganser, 1996; Hamlin, 1997; Sandhotlz Wasserman, 2001; Tjeerdsma, 1998). In Bullough et al. (1999), one teacher stated I simply by saying, “I think more about what I am doing”. Another teacher state that hosting a student teacher “gave me a lot of insight as to why I do the things I do (Hynes-Dusel, 1999). Spencer (1990) stated that “having a student teacher ha always proven a sure thing for learning more about myself”. “I have also bee able to learn from her mistakes” (Hamlin). Graham (1993) found that having a student teacher made demands on teacher that forced them to think about what they were doing. The student teacher provided mirror in which teachers reflect about the self as a practitioner, about the teachin professional (what being a professional educator requires), and their short and long term goals, as well as re-examining organization, materials and instruction (Koerner, 1992).
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Hamlin’s study (1997) uncovered teachers reflecting about their current teachin practices more with a student teacher in the classroom. Cobb (2000) and Ganser (1996 saw teachers reflecting about their behaviors and philosophies and Graham (1993) cam across teachers who were reconsidering their beliefs and values. Arnold (2002) discovered herself rethinking her classroom arrangement and came up with a better arrangement for her room while thinking it over with her student teacher. Brink et al.(2001) referenced a teacher who said that having a student teacher caused her to clarify her thinking because she was accountable to the student teacher. This reflection camfrom daily relations with the student teacher through observation, discussion, and othe interactions. Student teachers were “asking a lot of questions-this sen[t] our minds bac to reviewing our teaching and programs” (Beauchamp, 1983). Cooperating teacher were also afforded the opportunity to view their pupils from a different perspective (Anglin, 1991; Beauchamp, 1983; Clinard&Ariav, 1998; Duquette, 1998).Angli reported reflecting on students’ work habits, response and intellectual or creative stimulation while watching her pupils being instructed by someone else. Despite other research, some have found that cooperating teachers have more tim to attend to other duties (Duquette, 1996). Cooperating teachers found time for working with individual pupils (Duquette, 1998; Sandholtz& Wasserman, 2001), planning tim for programs and the classroom (Brink et al., 2001; Duquette, 1998), collaborating wit colleagues (Sandholtz& Wasserman, 2001), reading professional material (Anglin 1991), developing their professional and artistic skills (Anglin) and other projects (Brinket al., 2001). As the student teacher took over more classes, it allowed for th cooperating teacher to increase their professional activities
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including “attending conferences, presenting at conferences, and providing staff development to other teachers” (Brink et al., 2001). There are other ways that hosting a student teacher can provide professiona development. Serving as a cooperating teacher acted as a refresher (Duquette, 1996), a mentors learned from their mentees (Caruso, 2000). Having the student teacher in th classroom made teachers aware of trends that were occurring in the profession (Carnes Schwager, 2000). Many studies reported finding that cooperating teachers gained fro the ideas and activities student teachers brought to their classrooms (Arnold, 2002;Beauchamp, 1983; Brink et al., 2001; Carnes &Schwager, 2000; Caruso, 1998, 2000;Cobb, 2000; Clinard&Ariav, 1998; Daane& Latham, 1998; Fletcher, 1998; Hamlin,1997; Hynes-Dusel, 1999; Johnston et al., 2002; Koskela&Ganser, 1998; Langdon et al. 1997; Sandholtz& Wasserman, 2001). Teachers learned games and activitie (Tjeerdsma, 1998), gained in subject matter and technological knowledge (ClinardAriav, 1998), and were reminded of techniques once forgotten (Beauchamp, 1983 Hamlin, 1997). Materials were left behind for the cooperating teacher to continue t benefit from in the future for reference and for use (Caruso, 1998; Perl, 1980). The practicum experience forced teachers to grow, allowing them to break out of comfort zones (Brink et al., 2001). Student teachers brought in numerous and motivating ne methodologies that cooperating teachers used for themselves (Spencer, 1990). By nature, the student teaching experience can be seen as an opportunity fo cooperative learning. In the disposition of the school there exists a sense of professional isolation for teachers in the classroom. Although research confirms the usefulness o cooperative learning and teachers embrace this learning style in classrooms, the teaching profession fails to use cooperative
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learning for itself (Arnold, 2002). Student teachin was seen as a collaborative effort between inservice and preservice teachers (Caruso 1998; Clinard&Ariav, 1998) and a context for improving schools (Arnold, 2002). “A student teacher a certain remedy for classroom isolation” (Spencer, 1990). “Being able to learn from one another contribute heavily to a successful experience” (Kahn, 2001). The student teacher also provided an opportunity for team teaching (Hamlin, 1997). For the classroom students, the cooperating/student teacher relationship was a “concrete model of collaboration in action” (Graham, 1993). Collaboration in research was also advocated for educators (May, 1993). Smagorinsky and Jordahl (1991) suggested doing collaborative research during the student teaching process. The process of working through an action research process allowed for meaningful discussion between the cooperating teacher and the student teacher. Doing research together pushed the teachers to clarify student learning expectations so that they could discuss their instruction. Having a student teacher in the room presented “an opportunity to discuss and evaluate our programs and our students with another adult” (Beauchamp, 1983). It created a situation where cooperating and student teachers could “share their collective, practical wisdom” (Anglin, 1991). Fletcher (1998) questioned whether serving as a mentor could offer self-actualization to mentors. She also examined how self-actualization emerges. Self-actualization in this study was defined as being true to one’s nature and realizing one’s full potential. Fletcher came to the conclusion that “the mentor can develop technical and counseling skills which will enrich his or her professional development as a classroom teacher” , thereby enhancing their self-worth. Brink
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et al. (2001) likewise presented that there was a greater sense of self-efficacy for the cooperating teacher Clinard and Ariav (1998) claimed that the experience increased the commitment of the inservice teacher to the profession. Cooperating teachers looked forward to receiving rather then giving, an anticipated not only the growth in the student teacher, but also in themselves (KoskelaGanser, 1998). They received reviews of their own teaching and gained access t supplemental teaching resources (Fletcher, 1998). Cooperating teachers also had th benefit of additional expertise and experiences in their classrooms (Brink et al., 2001) and the opportunity to work with new people (Duquette, 1998). Having a student teache in the room “sometimes afford instructional opportunities otherwise impossible”(Applegate &Lasley, 1982). Cooperating teachers walked away with an enricheself image and increased confidence, and some were even influenced to pursue thei master’s degree (Brink et al.). Cooperating teachers reported enjoying compliments fro parents, principals and peers in regard to their student teacher, creating a “proud parent feeling (Caruso, 1998). Other forms of benefits to cooperating teachers found included payments, library privileges, some type of faculty status, free tuition, listing of name in the college catalog free consultation advice from the college, and passes to athletic events and concert (Reitzammer, 1991). Some less found benefits involve access to university recreationa facilities, swim passes, teacher appreciation banquet, classroom materials and demonstration lessons, recognition tea with an appreciation certificate, a stipend to us in the classroom, faculty rates to university events, reduced tuition, certificates, and free courses (Reitzammer). While Langdon et al. (1997)
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found that teachers far preferred financial compensation, Tjeerdsma’s interviews (1998) about the benefits of serving as cooperating teacher were absent from ideas that were related to monetary rewards o tuition waivers. Arnold (2002) suggested that because cooperating teachers gain so much I professional development during the student teaching practicum that they should be able to fulfill professional development requirements for serving as cooperating teacher. Hamlin (1997) came to a similar conclusion noting that programs should not ignore th professional development of the cooperating teacher. Carnes and Schwager (2000 suggested that teachers should receive academic credit towards a degree program. With regards to art education and the student teaching practicum, little can be found.Susi (1992) articulated a clinical supervision technique to be used with student teacher in the art classroom. Hanes and Schiller (1994) reflected on a collaboration effort between the university and local school districts. They found that both parties wer needed because they are “a necessary component to a state-of-the-art preservic program” (p. 220). They also put forth the suggestion that art educators shoul “relinquish our historical art teachers’ isolation in lieu of working together” (p. 225) suggesting further collaboration between individual art teachers and preservicear education programs. Galbraith (1995) composed a book dealing with preservice art education. Article contained within the edited book commented on anxieties, tensions and resistance o student teachers, elementary preservice teachers taking art education courses, an reflections of preservice
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teachers, both art and general education. A brief history ofpreservice art education was also described as well as programs related to art education curriculum. The role of the cooperating teacher in the art education programs however was not addressed. Langdon et al. (1997) began to investigate this when they examined the roles benefits, problems and incentives of serving as a cooperating teacher in the field of ar education. One teacher responded to their interview, “The interaction with another ar teacher is wonderful. Completely wonderful! I learn an awful lot from my student teachers, more then I think they are aware of” (p. 51). Their findings of benefits mentioned earlier in this literature review, included gaining of energy and enthusiasm fo the profession due to the student teacher and having an extra set of hands to help out I the classroom.

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Chapter III
RESEACH METHODOLOGY This chapter described the locale of the study, the research method, respondents and sampling of the study, the instrument and procedure in gathering data, and the treatment data.
Research Design The previous chapter furnished an overview of the literature pertaining to the cooperating/student teacher relationship, culminating in benefits already found for the general classroom teacher and the related art education literature. The literature review also functioned as an example of how others have researched the student teaching experience. This chapter serves as an in-depth look at how I went about investigating the perceived benefits an art cooperating teacher received as a result of hosting an art student teacher from Shandong University. This chapter covers research design and participant selection as well as data collection (including questionnaire and interview questions) and analysis. Bias and indicators of rigor are also discussed. This research was developed to explore the possibility that benefits exist for cooperating teachers in the art room that result from hosting a student teacher from this large Shandong university’s art education program, and to define those benefits. The study was rooted in qualitative methodology, following the guidelines of case study research. This particular case study is known as a collective case study, as defined by Stake (1995) because it covered the insights of three teachers instead of only one. It also falls under the distinction of Stake’s

definition for instrumental case study since the study is not to find out about the particular cooperating teacher, but to understand something else: how the student teachers from this large Shandong university’s preservicear education program have benefited these cooperating teachers. The goal was to learn and know about these particular cases and not to generalize to every art cooperating/student teacher relationship. The study concentrated on finding if cooperating teachers benefit from this relationship and if so, what the cooperating teachers benefited from Semi-structured, in-depth interviews were constructed based on their potential t collect the detailed data needed for this type of study and by noting what others did in this area of research. The goal was to provide a vivid, detailed account of what the cooperating teachers experienced firsthand when they hosted the art education student teachers from this Shandong university in their classrooms. The study provides glimpse of what the overall experience of cooperating teachers have experienced in this situation.
Research Locale The study was conducted in Shandong University campus in27 ShandaNanlu,JinanCity,Shandong Province.

Figure 1 Map of Shandong University Campus
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Respondents The participants were chosen to be included in this case study based on their experience in hosting student teachers from this large Shandong University. The teachers selected for the interviews were recommended by one of the university’s supervisors because of the cooperating teachers’ extensive encounters of both a positive and negative nature with the university’s art education students. The final convenience sample of interviewees included three participants whose identities have been protected through the use of pseudonyms. Of the three participants, one taught at the high school level (grades nin through twelve), one at the intermediate level (grades three through five) and one at th elementary level (grades kindergarten through four). One person had received thei bachelor’s degree, and two of the participants obtained a master’s. The scope of the cooperating teachers’ ages ranged from 36 to 58. One participant was male and the other two female. The number of times each teacher had hosted a student teacher average thirteen times, ranging from six times to twenty times. All participants had student teachers from the university being studied here, but two also had student teachers from other local universities. The number of years of teaching experience ranged from twelve to thirty-four years. All three participants became cooperating teachers because of their relationships with faculty at the large shandong university. All participants interviewed are current members of the Ohio Art Education Association, and one has been a member of the National Art Education Association in the past. The participants have continued taking coursework throughout their careers including classes on art education, studio, cooperative learning, critical thinking, curriculum writing and student discipline. 26
Research Instrument Interview guide for the cooperating teacher and the student teachers were the main instrument used in this study.
Data Gathering Procedure The primary source of data collection involved the semi-structured interviews conducted with the cooperating teachers. The semi-structured interview process allowed for a deeper understanding of what happens to the cooperating teacher while hosting a student teacher. Gillham (2000) cites that interviews produce a better return rate since the interviewer is there asking questions, and that people would rather talk than write. The major advantage of the semi-structured interview was that there was an outline of questions and topics to follow, but it also allowed for the freedom to ask additional questions to help clarify responses and make replies more comprehensive if needed. In this manner, the interview was kept more on the level of conversation where my presence was less of a threat to the interviewee. The questions asked during the interviews were developed from personal knowledge and also from inspiration from a thorough investigation of the literature related to this topic as discussed in Chapter Two. Prior to interviewing the participants, I did not reveal the particular focus of my study, only telling the participants that the study was about the relationship between the student art teacher and the cooperating art teacher through the eyes of the cooperating teacher. The interview questions were designed so that teachers’ responses were not persuaded by my research intentions (looking for benefits in the student/cooperating art teacher
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relationship), to avoid distorting what they had actually experienced, so that I received an accurate portrait of what occurred within these relationships. Getting honest responses from the cooperating teacher about their experiences with student teachers was of utmost importance. A letter was first mailed to the cooperating teachers at their schools, letting the teachers know that they would be contacted to set up an interview date (see Appendix A for initial contact letter). The teachers were then called a week later to schedule the first interview at their convenience. Once the teacher agreed to be interviewed, a questionnaire was sent to them to obtain basic background information. The cooperating teachers were interviewed twice, both times in their classrooms, after school hours. Each interview lasted approximately seventeen to forty-six minutes, with the format of the interview being changed between the first and second interview (formal questions are listed in this section; for a complete list of questions asked during the interviews see Appendix E). The interview protocol was developed loosely around Seidman’s (1998) three-level interview structure. The three-level interview structure is set up so that the first interview is for the participant “to tell as much as possible about him or herself in light of the topic up to the present time” . The second interview is to reconstruct the details of the participants’ current experience. The third interview is for reflecting on the meaning of the participants’ experiences and how it might affect them in the future. The interviews conducted for this study combined Seidman’s first and second levels for the first interview whereby the participants reconstructed their experiences, past and present of their involvement with student teachers from this large Shandong university. The second, and
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final, interview engrossed Seidman’s third interview, where cooperating teachers were asked to reflect on their experiences and what they mean to them as professional art educators. A week passed between the two interviews in which it was hoped that the participants would have time to reflect on the first interview and on the experiences with student teachers to help further enrich the responses given in th second interview. This also gave time for me to transcribe and reflect on the responses to the first interview so that the final interview could be formulated with meaningful questions. At the conclusion of the interviews, with the cooperating teachers describing and reflecting on their experiences with student teachers it was hoped that the interviews revealed a clear and helpful understanding of the relationship between the student and cooperating art teacher from this large Shandong university, and particularly the benefits derived from this relationship for the cooperating teacher. Of course, due to the nature of the semi-structured interview process, each interview took its own course driven by the themes and issues presented by individual participants in their responses to the interview questions. It is hoped though that through this process a broad range of topics that the cooperating teacher encountered was presented.
Statistical Treatment

Statistics is the systematic collection, presentation,analysis and interpretation of quantitative data. its functions is to reduce, analyze and predict variables based on what is known about its present relationship. In this study, descriptive statistics such as frequency distribution and percentage reinforced by ranking was utilized in analyzing the data. 29
After categorizing the hypothetical data into categories and counting the number of responses in each category, the frequency table was constructed. The reason for constructing the frequency table was to guide researcher compute the percentage of data. The formula used for the computation of percentage technique is:

P=E X 1N X 100
Where：
P = Percentage EX = Sum of responses N = Number of respondents

Sourcesof Data A description of the art education major at this large shandong university is provided to give a basis for the experiences that student teachers undergo prior to entering student teaching. This description of the program is how the student teachers experienced it who worked with the cooperating teachers prior to the interviews conducted for this study. Previous to the student teaching semester, preservice art education majors were required to fulfill certain course requirements. In addition to the Liberal Arts requirements and other art-related classes, there
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were a series of four art education classes and a review process. The first of the four classes was called Foundations and Concepts, which covered elements of teaching art to preschoolers through grade six. Students also received, at this point, the beginnings of aesthetic philosophical stances on art and art education that were built upon in all proceeding classes. The second in the series was called Practicum. In this semester of the program students developed and implemented lesson plans to children who signed up for the Ar Enrichment or Saturday Art Program. Students also met during the week to continu learning about what it means to be an art teacher in today’s world, and to reflect on thei and their peers’ teaching. Methods and Materials was the third class art education students took. This class took an in-depth look at methods to be used in an art room (instruction, curriculum organization, assessment, special needs, and current issues in art education education) and at more philosophical stances that could be used in an art room. The fourth course was Field Experience. In this class students prepared and taught lessons I alternative placements including detention centers, at-risk schools and classrooms o students with various types of disabilities. Before student teaching, all art education majors were required to go through review process. During this process, students were asked to write a paper outlining thei philosophical stance on art education. Students were also asked to write an annotate bibliography of readings from the field and present a portfolio of ten to fifteen artworks. Upon completion of this paper, students were interviewed by art education faculty t determine their level of competence in art education. The faculty decided if the student was

31 ready to advance to student teaching. The ideal student teaching semester at this large shandong university for art education was recently changed so that students began the semester with a two wee course called Professional Practices. After the two weeks of seminar, students complete six weeks of student teaching at their first site placement. Students then returned to the university classroom for two more weeks of seminar after which they completed six more weeks of student teaching at their second, and final, site. As mentioned previously in Chapter One, on rare occasions there were problems finding placements for the student teachers in two sites each, and other arrangements were reached such as staying in one placement site for the entire practicum. There was a weekly class called Seminar during the student teaching practicum where student teachers met to discuss their student teaching experience and learn more about the profession, including practical issues. Outside guests were also invited to discuss different aspects related to the art education field throughout the semester.

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CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
The prior chapter mapped out the methodology of this study on uncovering the perceived benefits art cooperating teachers received as a result of hosting an art student teacher from Shandong University. The results of the interviews discussed in the previous chapter are presented in-depth in this chapter. After interpreting the data from the interviews, four main categories of topics emerged: benefits, drawbacks, other important concerns and suggestions. The benefits include societal benefits, personal benefits and concrete benefits. Personal benefits are broken down into camaraderie, excitement in the classroom, and reflection and concrete benefits into classroom assistance, lesson plans/idea, art history, art criticism, media, classroom management andmoney/class credit.
Drawbacks are discussed subsequently and include two main categories: relinquishing personal assets and negligent student teacher. The topic of the negligee student teacher is described in terms of lack of discipline, deficiency in demonstration and art skills, struggle with negative attitude, absence of lesson plans, and inadequate sense of quality. Other important concerns, which are neither drawbacks nor benefits,that cooperating teachers brought up during the interviews follow, and then are proceeded b suggestions the cooperating teachers offered to help make the cooperating teacher experience enhanced. Those suggestions involve needing more time with student teachers, receiving recognition and feedback from the university, creating a mentoring network between novice and experienced cooperating teachers and developing cooperating teacher preparatory course.

The data that was accumulated during the interviews conducted for this study were presented and interpreted in the previous chapter. In this chapter the results of the study are discussed; suggestions are made for the cooperating teacher, student teacher and university based on the data; and recommendations for further research are given, concluding with a summary.
In this study, three art cooperating teachers were interviewed with the intention of finding and defining the perceived benefits they received as a result of hosting an art education student teacher from Shandong University. Though this study cannot be generalized to all art education cooperating teachers, the addition of this particular study will hopefully help to fill the gap that currently exists in art education literature relating to the art education student teaching practicum, particularly from the cooperating teacher’s perspective of the experience. This study was developed with the anticipation that it will allow insight into the student teaching experience, causing a greater sense of understanding and possible reforms to benefit all parties involved in the process, and other significant issues relating to the field of art education.
This paper began by discussing general mentor relationships, the history of how the relationships came into place and where they exist in the world today. The student teacher/cooperating teacher relationship is set up by the university to be a mentoring relationship. The university anticipates that the cooperating teacher will help to fill in the gaps that the university cannot: the link between theory and practice, the daily workings of a teacher, and an immersive grade school environment. The roles of the cooperating teacher because they are a mentor to the student teacher include, but are not limited to: collaborating, preparing, evaluating, orientating, providing, assisting, guiding, acquainting, modeling, and supervising. A cooperating
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teacher’s main priority in this relationship is to assist the student teacher in preparing for their first year of teaching when they leave their room. While some are better than others at fulfilling these roles, every cooperating teacher affects the student teacher with whom they work, just as every mentor affects his/her protégé.
As evidenced in the literature review the focus and the primary purpose of this mentoring relationship is for the benefit of the protégé, or particularly in this case the student teacher. What often is neglected is the opportunity to examine and take advantage of what may be in store for the mentor, the cooperating teacher, particularly for those in art education.
Impact of Benefits
Of the benefits uncovered in this study, perhaps the most surprising was that cooperating teachers looked forward to their legacy being carried on by others. Master teachers, those who have attained a high level of professionalism and are exceedingly effective in their classrooms, have a chance by participating in the student teacher practicum to pass on their wisdom to others. They have the opportunity to affect art students outside of their school through their influence on future art educators. In this manner, the master teachers would be honored, though not by name or recognition, byhaving some of their ideas, lessons and practices performed by former student teachers in their future schools with their future students. It is a way for their legacy to be carried on in time.
In that regard, one of the most important aspects of being a cooperating teacher is contributing to the field of art education. Not only does the student teaching process affect the
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cooperating teacher and the student teacher, but it also helps to carry on the progression and future of art education as a discipline. Without new people training to become art educators, or without professionals in the field being willing to train those individuals, the field at large would steadily dwindle. However, with the cooperating teachers contributing greatly to the field by orientating future art educators, they are preparing not just classroom teachers, but future researchers, speakers, art teacher educators and field leaders. Due to this, their important role in the field of art education cannot be refuted. The cooperating teacher has a critical role to fulfill.
The fact that the cooperating teachers realized that they were making a difference helped to confirm that there was a purpose to the time, work and effort that they put into serving as a cooperating teacher. Without this sense of purpose it could be frustrating to put in so much and feel as though your contributions are all for little or nothing. Without cooperating teachers acknowledging their important role in this practicum and without volunteering themselves, their classrooms, and their students a huge void would exist within teacher preparation programs. The other benefits revealed in this study, though not as surprising, hold just as much value. Camaraderie offered the cooperating teachers the opportunity to break the isolation of being in a classroom alone with students all day. They were able to have enlightened discussions about the field of art and art education. They were offered the chance to brainstorm, collaborate and team teach about art; circumstances that occur rarely for an art teacher, since often times, particularly at the elementary level, they are the only art specialist in the building. Cooperating teachers discussed the importance of lasting friendships, Robert specifically with former student teachers

36 and Robert and Erica with university faculty, which presented situations for growth, collaboration and learning related to the field of art education.
Bringing a student teacher into the classroom also means bringing a bit of excitement to the students. Student teachers were often cited as being young and energetic which received immediate response from students. Being able to capture and reinvigorate student interest is an important element in getting students to learn. The excitement between the student teacher and students can carry over to the cooperating teacher who can gain a new sense of exhilaration for art and for his or her students.
Reflection is of paramount value to anyone in education (Susi, 1995). Having theoccasion to step back from a situation and consider what went well, what did not and what could be done to improve the situation next time leads someone to become more effective as a teacher if they act on those reflections. The student teacher often times presents conditions where a cooperating teacher can reflect on their own teaching or on the student teacher’s teaching. Both of these situations offer the cooperating teacher the opportunity to learn and grow in their own skills as a teacher.
All three of the abovementioned benefits affect the cooperating teacher, but perhaps more importantly they affect the cooperating teacher’s students. Camaraderie leads to opportunities for the cooperating teacher that enhances their knowledge, skills and abilities that impact their teaching. Excitement reinvigorates the students and the cooperating teacher making the classroom environment even more ripe for learning.

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Reflection brings enrichment to the classroom as the mentor teacher seeks new ways to augment his or her own teaching. The most passionate teacher whose main focus is thestudents will see the student teaching practicum as a way to impact themselves for the sake of the students.
Classroom assistance was a benefit that was highly valued by the participants in this study. It is generally known in the field of education that teachers often are stretched to their limits in terms of time and resources. To have a student teacher who can help carry some of the burden of the responsibilities of a teacher is of great relief to the cooperating teacher. Classroom students also benefit here by having extra support due to the student teacher’s presence.
The benefits of gaining knowledge about lesson plans/ideas, art history, art criticism, media and classroom management all relate to what a cooperating teacher can learn from a student teacher. The cooperating teachers cited throughout Chapter Four confirm learning about these things from past experiences with student teachers. The knowledge that the cooperating teachers gain from the student teachers has proven, through the participants in this study, that what they have learned from the student teachers to be valuable to their teaching. As one participant summed it up:
It’s taken me 34 years to get where I am now and I’m always changing and with the student teachers when they’ve come in, there have been things they’ve done…it’s been a growth…I think I’ve grown a lot with student teachers, they have definitely had an impact and my program has changed.
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Change means that something is happening, people are growing, students are learning. As educators we are charged with continuing to develop our knowledge about our field and our skills as teachers who are responsible for the education of students who will shape the future. Learning new ideas, concepts and skills through student teachers is one way to stay informed of the latest developments in the field of art education. During the student teacher’s time in the school, classroom students’ knowledge base will be extended by what their student teacher teaches them as well as by what the cooperating teacher will now teach because of the student teacher. Future students not present when the student teacher is in the classroom will continue to benefit if the cooperating teacher uses what he or she learns from the student teacher in the coming years.
Professional Development
As defined in Chapter One, professional development is the continued education and training of teachers. Professional development comes not only through higher level education sources, but can also be found through more informal channels like inservice training and workshops, and might we dare say because of the aforementioned topics, through hosting a student teacher.
Teachers have a professional obligation to be lifelong learners; they should have an attitude that asserts a willingness to be open to new ideas, knowledge, decisions, skills or behaviors. That willingness if extended to the alacrity of hosting a student teacher can help them fulfill that obligation. As presented in this paper, a significant amount of knowledge is gained
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through hosting art education student teachers: new lesson plans/ideas, art history, art criticism, media and classroom management. If this study were extended, as will later be discussed, more things that cooperating teachers have learned will likely emerge. As much as has been uncovered in this study, and has yet to be uncovered in future research endeavors, it should be considered that cooperating teachers do gain so much in professional development while hosting student teachers that they should receive some type of professional credit for it. Arnold (2002) and Hamlin (1997) came to similar conclusions in their studies when studying educational disciplines outside art education.
Carnes and Schwager (2000) even had the courage to suggest that teachers should receiveacademic credit towards a degree program. Having attended workshops in the past in which graduate credit was received, often times a reflective paper was the difference between receiving graduate or continuing education credit. What if cooperating teachers were given the option to write a reflective paper based on what they have learned, been affirmed in or changed because of a student teacher? As Susi (1995) promoted “art educators who are prepared as reflective practitioners will possess a potentially powerful tool for facilitating ongoing professional development” (p. 117). The concept of reflection is set up so that what is known is made even more powerful through an intensive and thorough investigation of that knowledge to be used for self-analysis toincrease knowledge and improve instruction. This holds great potential for the growth of the cooperating teacher.
If there is merit to cooperating teachers receiving professional development as this and other studies suggest, perhaps it is time to give cooperating teachers an additional objective to
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participating in the student teaching practicum. Other than seeing themselves as the knowledge giver and mentor in their role, they might also purposively look at themselves as learners. They should consider their own growth as a part of the student teaching cycle by consciously acting upon what they have learned, and be cognizant of how they have changed as well as how their practice has been affirmed.
University Compensation
A point of debate appeared with participants when the topic of universitycompensation surfaced. A one hundred dollar monetary or a two hundred and fifty dollartuition stipend is offered to the cooperating teachers from the university, and all participants in this study were aware of, and take advantage of, this offering. This was confirmed through the university’s art education student teaching coordinator. Though small in nature, this provides the cooperating teacher with compensation, even allowing, perhaps encouraging, the teacher the option of taking classes at the university to fulfill personal or professional growth ambitions. However, the participants all agreed that the sum could be larger as a form of recognition from the university for the important role the cooperating teachers carry out for the university. When considering all of the abovementioned benefits that teachers may gain, perhaps the university feels as though the compensation for cooperating teachers is sufficient. The university’s head department for the student teacher program was contacted to obtain any written materials offered to cooperating teachers when they agree to host a student teacher from this university. This material included a 67-page manual intended as a guide for kindergarten through twelfth grade preserve teachers, cooperating teachers and university supervisors that was read for explicitly stated benefits. Only
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one benefit was briefly mentioned, without much detail. It read, “We believe that this will be an interesting and constructive opportunity for the teacher candidate. We hope the experience will provide an occasion for professional growth for you also” (no citation is given to maintain the anonymity of the university). It was disappointing to find that only one vague sentence stood out as referring to a benefit to the cooperating teacher.
It is clear from reading this lonely remark that the university has evidently not contemplated how they are impacting the cooperating teacher. If the university were to give the cooperating teacher more insight into what they might gain from the student teaching experience, they may enter their role with more enthusiasm and interest and be less discouraged by the small stipend. The university may also give the cooperating teacher an advantage by helping them to know what to look for as things that they might learn from their student teacher. This research study and the others that have come before it offer proven benefits that could be cited in the university’s student teaching text. A study could also be independently conducted to find in which benefits its particular program appears to be strong.
Drawbacks of Being a Cooperating Teacher
On the other side of the coin there are certainly drawbacks to being involved in the student teaching program that cannot be ignored. As Awaya (2003) articulated, the student teaching practicum is “a journey that is fraught with problems” (p. 52). It is difficult to give up ownership over students, time, space and materials and turn it over to someone who is inexperienced. It is also difficult to deal with student teachers who come in lacking skills, have a
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poor attitude, neglect to do their workload and who cannot provide for classroom students the way that an experienced teacher could.
These unmotivating circumstances make the situation strenuous for both parties involved, especially the cooperating teacher who is volunteering so much for the student teacher. It was noted by the participants that they understand the student teacher is stilllearning and it would be unrealistic for a cooperating teacher to set the expectation that they would be hosting a master teacher. This is simply part of the process. One way that cooperating teachers could help themselves overcome some of the problems that rests mostly with the student teachers, such as being unskilled, unprepared or having a bad attitude, might be avoidable by requesting to interview the student teacher before accepting the placement of that person in the classroom. Though it may be a nuisance to the university to add this to the process of attaining student teaching placements, cooperating teachers may gain greater satisfaction in the experience by being part of the choice, helping to reduce conflicts that might exist between them and the student teachers they host, and creating a good match for both participants, possibly making the student teaching practicum more successful for all involved.

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Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of the investigation, the conclusions arrived at and the recommendations drawn by the researchers.
Summary
Practicing art educators have much to bear in mind when considering whether to host a student teacher in their classroom. This research project was designed to help illuminate what the benefits are that art teachers can receive as a result of participating in the student teacher practicum at Shandong University. Though the sample of participants in this study was small, involving only three participants, and only one higher education institution was involved, to keep it within a manageable framework, it offers a glimpse of what an art cooperating teacher has the potential to gain for the time, effort and work they put into their role.
The findings indicate that a number of benefits exist for cooperating teachers.
Furthermore, the studied laid out specific knowledge that cooperating teachers gained as a result of hosting a student teacher. Based on the benefits and knowledge acquired, it was concluded that art cooperating teachers could achieve professional development as a result of the role that they play.
Surprisingly little was found on the benefits explicitly stated by the university correspondence with cooperating teachers. Because of this and other factors found throughout the research process, suggestions were offered to the student teacher, cooperating teacher and university to help enhance the student teaching practicum for the cooperating teacher. Further research, especially in the field of art education, still needs to be conducted to learn more about the dynamic connection between the student teacher, the professional teacher and the university, as it affects all parties involved.
As a current, practicing art educator, I cannot deny the advantages that were found in this study that are possible to gain through hosting a student teacher for me and my students. If as a teacher I am expected to be a lifelong learner who changes with student needs, due to curriculum, interests or research supported trends, the opportunity to host a student teacher presents itself to fulfill that professional obligation. The objective of this obligation is to keep teachers renewed, refreshed, effective and current in their field. The results of this study show that hosting student teachers can meet the objectives of a teacher learner, myself included.
Although drawbacks to the process are a concern and are presented thoroughly in
Chapter Four, the participants in the study said that they would continue to serve again even after the negative experiences that they have had with student teachers. This demonstrates a profound realization that the student teaching practicum is of value to them, and hopefully will be to me. I know from my own experiences, as described in
Chapter One, that I influenced my own cooperating teachers and I look forward with anticipation to see what future art education students will have to offer me and my students. Other art educators, potential cooperating teachers, should also consider theinfluence a university driven teacher education program can do for them and their students, present and future.

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Recommendations
Suggestions for the Student Team Teaching
Based on the findings of the research, suggestions are presented here that address what the student teacher, cooperating teacher and university can do to enhance the student teaching practicum for the cooperating teachers that are involved. Suggestionsoffered by the cooperating teachers in the interviews are also further discussed.
Student Teachers
As a student teacher, after first realizing that the ultimate reason for being in the cooperating teacher’s classroom is for one’s self to learn to become a professional teacher, it must also be understood that the cooperating teacher can also learn from this experience. It is gratifying to know that as a student one has influenced someone well into his or her professional career. One of the things that cooperating teachers look forward to is seeing the new: projects, information and methods. Instead of original teaching by the student teacher, copying what a cooperating teacher does shorts both parties involved because risks are not taken and new matter is not learned. Materials should be left behind for cooperating teachers to refer to such as worksheets, handouts, and lessons so that cooperating teachers can continue to benefit from those resources.
When a student teacher walks into the cooperating teacher’s classroom, they should do so with gratitude, respect and an open mind. Approaching the cooperating teacher with disrespect, disregard or disinterest sets an immediate barrier that prevents either party from enjoying the
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time spent together, and can infringe upon the vast opportunities to grow together and perhaps prevent a lifelong friendship, personal or professional, from forming. The student teacher should come in prepared, prepared to learn, but also prepared to perform responsibilities. Lesson plans should be written and presented in a timely manner and every opportunity to practice and grow should be seized. Advice should be taken into account and, though not always taken verbatim, shown that it is considered and used when necessary.
Cooperating Teachers
When asked what advice he would offer to new cooperating teachers, one participant replied:
I think they should take their role seriously…And if they take it seriously they could, you know, do enrichment in the classroom, they could do all kinds of things that are really exciting not only for the students but for the student teacher and for themselves individually…if you’re going to be a professional, you’re professional no matter what other are doing or what others want to pay you, you know, that shouldn’t be an influence on you, always do you best at all times and you give them 110%.
It is important that as a cooperating teacher one understands that he or she can get as much out of the student teaching practicum experience as the student teacher can, if the role is taken seriously. As discussed all throughout this paper, there are many possible ways to benefit from hosting a student teacher. One of the most important elements of the student teaching practicum is the activity of reflection. Student teachers are constantly asked to reflect on their
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experiences, and cooperating teachers could benefit greatly by reflecting along with them and by asking themselves the same questions that the student teacher is asked to contemplate. This could be through journals, discussions or by electronic communication with others who might otherwise be left out of the conversation because of location or timing issues. As stated earlier, reflection is one of the most powerful tools by which to self-analyze and improve instruction to become more effective in the role of classroom teacher. Becoming more effective as a teacher is part of the lifelong learning and professional development obligations that we as educators hold. It is also an obligation we bear to our students, as we are responsible for their skills and knowledge well after they leave our threshold.
The University
Many suggestions of what the university could do to enhance the student teaching practicum for the cooperating teachers were offered by the cooperating teachers interviewed as discussed in Chapter Four that should be taken into careful consideration.
One of those is that the cooperating teachers in this study suggested that field experiences that preservice teachers have before preceding into student teaching be increased. An important point was made by one participant that issues are not likely to occur when a university student is present for a short time, especially if the professional teacher ensures that the student comes in during an ideal class situation, such as the best class of students or the best lesson they have. On the other hand, if preservice teachers are required to track a professional teacher for a day or even for a few days, they would get a better sense of what is expected of the classroom teacher.
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Another proposal made by the participants was that the cooperating teachers need more recognition. The university could show their appreciation to the cooperating teachers by hosting a brunch, luncheon or another meal or offer tickets to productions, shows or sporting events. One cooperating teacher also recommended that the university provide feedback to the cooperating teachers, whether through university supervisors or the student teachers themselves, to help them improve in their role as a cooperating teacher and in turn help the university by becoming more effective in that role.
A cooperating teacher network through a phone list was also recommended by a participant as a way for cooperating teachers to communicate about issues and concerns that come up during the student teaching practicum. This was thought to be an especially constructive tool for novice cooperating teachers who might otherwise feel threatened by discussing certain issues with university faculty. This network could also be constructed through an email listserv or a web blog hosted by the university. A web blog might be more effective since cooperating teachers could remain anonymous. Cooperating teachers may feel more comfortable with this because they could discuss issues without worrying about loosing the respect of colleagues or others who might come into contact with the blog.
One last item of suggestion that was brought up by two participants was a cooperating teacher preparatory course. The preparatory course could be set up to cover a multitude of issues including, but not limited to, how to build rapport with student teachers, how to ease student teachers into the classroom setting, how to deal with difficult circumstances, how to help a struggling student teacher and what the cooperating teacher can get out of the experience. The
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course would be not only a way to help cooperating teachers prepare for student teachers, but can also serve as grounds for sharing, collaborating and networking with other cooperating teachers as well as university faculty. The course could be offered for credit to help teachers fulfill professional obligations for licensure requirements and as a form of recognition from the university in how important the cooperating teachers are to their mission. As recommended by an interview participant who had taken a similar course for a different university, the course would need to be as easily accessible to the cooperating teachers as possible, perhaps meaning that it would need to be free and at a reasonable, possibly regional, location in order to make the course as attractive as possible for cooperating teachers. Ultimately training the cooperating teachers becomes a great benefit to the university because they are employing highly competent cooperating teachers who assist them in the education of preservice educators.
After a disappointing examination of the university manual for the student teaching practicum, it is recommended based on this study that cooperating teachers be made specifically aware of what they might gain or how they might professionally grow from hosting student teachers. If cooperating teachers are aware of these factors they may enter their role with more enthusiasm and interest thereby benefiting themselves, the student teachers with whom they work and the university’s mission of preparing the preservice teacher for professional service. Through explicitly stating what benefits the cooperating teacher might gain through the practicum, the university may also give the cooperating teacher an advantage by consciously making them aware of what they may walk away from the experience with and how they and their students can profit from participating in the program thereby increasing the cooperating
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teacher’s awareness, interest and ability to learn from the student teacher. The awareness of benefits could be promoted by university representatives through district or individual meetings, through brochures mailed to teachers and schools, by adding a list to the university student teaching manual or through the university’s website.
Implications for Further Research
Although there has been a fair amount of literature pertaining to the topic of the student teaching practicum, as evidenced in the literature review, a small fraction of that literature concerns art education and even less of it deals with the experience from an art cooperating teacher’s point of view. It is hoped that with the addition of this research project, the gap in this field of research will be narrowed, if only slightly. Even with the addition of this research project the gap is still quite large and a need for further discovery is needed.
The following questions are still left to be answered. What are the long-term societal implications of student teaching programs? How would the benefits change if more art education cooperating teachers were pursued? What if other universities’ cooperating teachers were factored in? Across the Ohio Art Education Association’s members?Across the National Art Education Association’s members? How would the benefits look if a portrait case study was conducted in which a cooperating and student teacher were followed throughout the entire practicum? With several portrait case studies? How would cooperating teachers be effected by benefits if they were clearly stated before the student teaching practicum began? How would student teachers modify how they carry out their role if they saw themselves as agents of change
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for cooperating teachers? How would the attitudes and beliefs of the cooperating teacher change due to a difference in race between themselves and the student teacher? Minority to majority?
Majority to minority? How would the attitudes and beliefs differ between same gender and mix gender student teacher to cooperating teacher relationships? How would differences in age between the cooperating and student teachers affect the attitudes and beliefs of the cooperating teacher?
Taking into consideration the abovementioned questions for research yet to be explored, the field of art education and the professionals who make up that field have the responsibility to seek out the answers. New research projects derived from asking questions about what occurs during the student teaching practicum will add to this research project and help in understanding the dynamic relationship that happens between the student teacher, the cooperating teacher and higher education institutions. This topic is an important element in the future of art education considering that the cooperating teacher’s classroom is the location of the culminating event of preservice art education. It will be those preservice teachers, and the cooperating teachers that they work under, who will leave the legacy that will decide where the future lies for art education in our schools.

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Bibliography: Anglin, J. M. (1991).Developing a creative relationship with your art student teacher. Art Education, 44(4), 47-53. Applegate, J. H., &Lasley, T. J. (1982).Cooperating teachers’ problems with preservice field experience students. Journal of Teacher Education, 33(2), 15-18. Arnold, P. (2002). Cooperating teachers’ professional growth through supervision of student teachers and participation in a collegial study group.Teacher Education Quarterly, 29(2), 123-32. Awaya, A., McEwan, H., Heyle, D., Linsky, S., Lum, S., &Wakukawa, P. (2003).Mentoring as a journey. Teaching and Teacher Education, 19, 45-56. Beauchamp, L Brink, B., Laguardia, A., Grisham, D. L., Granby, C., & Peck, C. A. (2001). Who needs student teachers? Action in Teacher Education, 23(3), 33-45. Bullough, R., V., Jr., Birrell, J. R., Young, J., Clark, D. C., Erickson, L., Earle, R. S., et al. (1999). Paradise unrealized: Teacher educators and the costs and benefits of school/university partnerships. Journal of Teacher Education, 50, 381-90. Bunting, C. (1988).Cooperating teachers and the changing views of the teacher candidates.Journal of Teacher Education, 39(2), 42-6. Carnes, N., &Schwager, S. (2000). Managing simultaneous renewal: Reward structuresfor school and university faculty. Teaching and Change, 8, 51-64. Caruso, J. J. (1998). What cooperating teacher case studies reveal about their phases of development as supervisors of student teachers. European Journal of Teacher Education, 21, 119-132. Caruso, J. J. (2000). Cooperating teacher and student teacher phases of development. Young Children, 55(1), 75-81. Clark, A. (2006). The nature and substance of cooperating teacher reflection. Teaching and Teacher Education, 22, 910-921. Clinard, L. M., &Ariav, T. (1998). What mentoring does for mentors: A cross-cultural perspective. European Journal of Teacher Education, 21, 91-108. Cobb, J Daane, C. J., & Latham, D. (1998).Helping supervising teachers stay abreast of effective instructional strategies. Contemporary Education, 69, 141-143. Dunn, T. G., & Taylor, C. A. (1993).Cooperating teacher advice. Teaching & Teacher Education, 9, 411-423. Duquette, C. (1996). Partnerships in preservice education: Perceptions of associate teachers and student teachers. McGill Journal of Education, 31, 69-81. Duquette, C. (1998). Perceptions of mentor teachers in school-based programs.Journal of Education for Teaching, 24, 177-9. Fletcher, S. (1998). Attaining self-actualisation through mentoring. European Journal of Teacher Education, 21, 109-118. Galbraith, L. (1995) Preservice art education: Issues and practice. Reston, Virginia: TheNational Art Education Association. Ganser, T. (1996).The cooperating teacher role.The Teacher Educator, 31, 283-91. Ganser, T. (2002). How teachers compare the roles of cooperating teacher and mentor. The Educational Forum, 66, 380-385. Garvey, B. (1994). Ancient Greece, MBAs, the health service and Georg: Part 1. Education & Training, 36(2), 18-24. Giebelhaus, C. R., & Bowman, C. L. (2002). Teaching mentors: Is it worth the effort?The Journal of Educational Research, 95, 246-254. Gillham, B. (2000). The research interview. New York: Continuum. Gilman, B. G. (1997). Facilitating communication and reflective thinking between cooperating and student teachers: A two-way dialogue journal.The Delta Kappa Gamma Bulletin, 63, 45-9. Graham, P. (1993). Curious positions: Reciprocity and tensions in the student teacher/cooperating teacher relationship. English Education, 24, 213-30. Hale, R. (1999). ‘The dynamics of mentoring relationships: towards an understanding of how mentoring supports learning.’ Continuing Professional Development, 2(3),75-80. Hamlin, K. (1997). Partnerships that support the professional growth of supervising teachers. Teacher Education Quarterly, 24, 77-88. Hanes, J. M., & Schiller, M. (1994).Collaborating with cooperating teachers in preservice art education.Studies in Art Education, 35, 218-27. Hawkey, W. S. (1996). A student teacher’s journal.Phi Delta Kappan, 77, 352-9. Holy Bible: New international version. (1984). Colorado Springs, CO: International Bible Society. Hynes-Dusel, J. M. (1999). Cooperating teachers’ perceptions about the student teaching experience.The Physical Educator, 56, 186-95. Johnston, B., Wetherill, K., &Greenebaum, H. (2002). Teacher socialization: Opportunities for university-school partnerships to improve professional cultures.High School Journal, 85(4), 23-39. Justen, J. E., III, McJunkin, M., & Strickland, H. (1999). Supervisory beliefs of cooperating teachers.Teacher Educator, 34, 173-80. Kahn, B. (2001). Portrait of success: Cooperating teachers and the student teaching experience. Action in Teacher Education, 22(4), 48-58. Kaplan, L. (1979). Survival talk for educators: Does anyone want our student teachers? Journal of Teacher Education, 30(3), 62-63. Koerner, M. E. (1992). The cooperating teacher: An ambivalent participant in student teaching. Journal of Teacher Education, 43(1), 46-56. Koskela, R., &Ganser, T. (1998).The cooperating teacher role and career development.Education, 119, 106-14. Koster, B. Korthagen, F. A. J., &Wubbels, Th. (1998). Is there anything left for us?Functions of cooperating teachers and teacher educators. European Journal ofTeacher Education, 21, 75-89. Langdon, P., Weltzl-Fairchild, A., &Haggar, J. (1997).Co-operating teachers: Concernsand issues. Canadian Review of Art Education: Research and Issues, 24(1), 46-57. Lemma, P. (1993). The cooperating teacher as supervisor: A case study. Journal ofCurriculum and Supervision, 8, 329-342. May, W. T. (1993). “Teachers-as-Researchers” or action research: What is it, and whatgood is it for art education? Studies in Art Education, 34, 114-126. Mayers, E. G. (2002).Establishing a professional development high school with anexemplary student teaching environment. American Secondary Education, 30(2),62-71. McJunkin, M. A., Justen, J. F., III, Strickland, H., &Justen, S. (1998). Supervisory stylespreferred by student teachers. The Clearing House, 71, 248-50. McWilliams, J. A. (1995). Is it finding or following the path? A guide for studentteachers and their mentors. English Journal, 84(2), 38-41. Miller, T. L., Hudson, P., &Lignuganris/Kraft, B. (1992).A time analysis of cooperatingteacher activity.Teacher Education and Special Education, 15, 259-68. Perl, M. F. (1980). Teachers and students can benefit from student teachers. Education,101, 166-70. Ramanathan, H., & Wilkins-Canter, A. (2000).Preparation of cooperating teachers asevaluators in early field experiences.Action in Teacher Education, 22(1), 101-11. Reitzammer, A. F. (1991). The cooperating teacher: Selection, training and retention.College Student Journal, 25, 446-50. Rikard, G. L., & Veal, M. L. (1996). Cooperating teachers: Insight into their perceptions,beliefs, and practices. Journal of Teaching in Physical Education, 15, 279-96. Russell, J. E. A. & Adams, D. M. (1997). The changing nature of mentoring inorganizations: An introduction to the special issue on mentoring in organizations.Journal of Vocational Behavior, 51, 1-14. Sandholtz, J. H., & Wasserman, K. (2001). Student and cooperating teachers: Contrastingexperiences in teacher preparation programs. Action in Teacher Education, 23(3),54-65. Scantlebury, K., Johnson, E., Lykens, S., Clements, R., Gleason, S., & Lewis, R. (1996).Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers.Research in Science Education, 26, 271-281. Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers ineducation and the social services (2nd ed.). New York: Teachers College Press. Smagorinsky, P., &Jordahl, A. (1991). The student teacher/cooperating teachercollaborative study: A new source of knowledge. English Education, 23, 54-9. Spencer, P. (1990). Student teachers: Renewal, revitalization, reassurance. EnglishJournal, 79(4), 61-62. Stake, R. E. (1995).The art of case study research. Thousand Oaks, California: Sage. Susi, F. D. (1992). Using clinical supervision techniques with student art teachers. ArtEducation, 45(6), 45-51. Susi, F. D. (1995). Developing reflective teaching techniques with preservice art teachers.In L. Galbraith (Ed.), Preservice art education: Issues and practice (pp. 109-118).Reston, Virginia: The National Art Education Association. Tatel, E. S. (1996). Improving classroom practice: Ways experienced teachers changeafter supervising student teachers. In M. W. McLaughlin & I. Oberman (Eds.),Teacher learning: New policies, new practices (pp. 48-52). New York: TeachersCollege. Tjeerdsma, B. L. (1998). Cooperating teacher perceptions of and experiences in thestudent teaching practicum.Journal of Teaching in Physical Education, 17, 214-30.