The impact the concerns of cooperating teachers have on the concerns of student teachers



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This study was designed to investigate: (1) the relationship between the concerns of cooperating teachers and changes in student teacher concerns during student teaching; and (2) assess the relationship between problems reported during student teaching and the concerns of both student teachers and cooperating teachers. The sample consisted of 142 student teaching dyads at Brigham Young University. Student teaching was completed during the winter semester of the 1974-75 academic year. Two instruments were used to gather data for the study. The Teacher Concerns Checklist Form B (TCCL-B) developed by Fuller (1974) was used to assess the types and levels of concerns of cooperating teachers as well as the pre and post-student teaching student teacher concerns. The Student Teaching Problems Checklist (STPCL) was developed for use in the study to assess types and importance of problems student teachers encounter during student teaching. Prior to beginning the student teaching experience, cooperating teachers completed the TCCL-B and shortly after completion of student teaching they completed the STPCL. Student teacher pre-student teaching and post-student teaching concerns were also assessed using the TCCL-B. Student teacher concerns change scores, problem occurrence and problem importance were used as dependent variables in the study. Student teacher pre-student teaching concerns scores, cooperating teacher concerns scores and the interactions between these two sets of concerns were used as independent variables for the study. The computer program SCREEN was used to determine the optimum sets of independent variables for multiple regression analysis. The computer program GOODNITE was used to obtain descriptive statistics, bivariate statistics to test for significance of the regression equation and to obtain the intercept, regression coefficients, and the coefficient of 2 multiple determination (R ). The hypotheses were tested for statistical significance on F-value at P < .05. Practical predictive ability of the hypothesis was based on F-ratio four times that required for statistical significance as suggested by Draper and Smith (1966). The three prediction equation relating to student teacher concerns (self, task and impact) change scores were found to be statistically significant and to meet the criteria for practical predictive ability. However, three of the four prediction equations relating to problem occurrence and problem importance failed to show statistical significance and none of the four met the criteria for practical predictive ability. In summary, it would appear, cooperating teachers exert a significant influence on the concerns of student teachers and that this influence is directional toward the concerns levels of the cooperating teachers. It also appears that the maturation (based on Fuller's model) of student teaching concerns can be accelerated or impeded by the influence exerted by cooperating teachers. However, based on the concerns levels of student teachers and/or cooperating teachers, it was not possible to predict types, occurrence or the importance of instructional or interpersonal problems encountered during student teaching.