COOPERATING TEACHERS IN ACTION: TRANSFORMING THEORY INTO PRACTICE

Abstract

This qualitative study examined the role of cooperating teachers in transforming theory into practice. It assumed that cooperating teachers engage their student teachers in dialogues about their practices, listen to their concerns, motivate for self-awareness, en-courage their classroom observations and also help them in practicing new strategies and methods. Convenience and purposive sampling were used to collect data from cooperating teachers and student teachers placed in partner girls’ schools of the department of professional studies of Lahore College for Women University during their teaching practicum. The existing practicum theory provided the ground for the development of the interview protocols for both cohorts. Thematic analysis was carried out to analyze the collected data. Following themes were identified unrealistic expectations about cor-responding roles, dissatisfaction with the others’ performance, and serious concerns in interrelationships which hindered transforming theory into practice.

Keywords

• Teacher training
• Cooperating teacher
• Professional development
• Student teacher
• Preservice teachers

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