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An holistic multiple-case study of successful cooperating teachers in secondary English education
Abstract
The purpose of this qualitative research study was to develop an holistic multiple-case analysis of four successful cooperating teachers in secondary English education. A review of the related literature on the phenomenon of the cooperating teacher identified several quantitative studies which succeeded in providing a vital data base regarding the perceived qualities and roles of the cooperating teacher, but which failed to draw holistic descriptive portraits of what individuals actually do in the context of being a "successful cooperating teachers" in secondary English education, how it is done, the decisions leading to those actions, and implications for benefit to educational programs. This study addressed those deficiencies through development of four cases studied in naturalistic settings. Data emerged through a series of interviews with four purposefully-selected successful cooperating teachers; extensive supplemental interviews with student teachers, students and university supervisors; observations; and review of documents. Individual case studies were developed from triangulation of all existing data, and were analyzed through pattern-matching and time-series analysis strategies. Concurrent with the development of these individual case studies was a cross-case analysis, performed largely through replication analysis as described by Yin (1991). Further, such emerging data were compared to previous findings in the literature in order to build upon and modify the existing knowledge base and to formulate a series of hypotheses relative to the phenomenon of the successful cooperating teacher in English education. Ultimately, those hypotheses led to a series of recommendations for how the findings of this study might benefit both research and practice. The study of this issue may benefit secondary English education programs, cooperating teachers, and their student teachers by providing insight on the preservice field experience, insight leading to recommendations for practical application. This study also adds to the existing data base in secondary English teacher education, and through providing a detailed portrait of the successful cooperating teacher in English education, will make possible further investigation of those and related phenomena.
Subject Area
Curricula|Teaching|Language arts|Secondary education|Teacher education
Recommended Citation
Kreizinger, Joe Lee, "An holistic multiple-case study of successful cooperating teachers in secondary English education" (1995). ETD collection for University of Nebraska-Lincoln. AAI9611058.
https://digitalcommons.unl.edu/dissertations/AAI9611058