Investigating Perceptions of the Role of Cooperating Teachers and their Needs in the Practicum in Primary Schools in Tobago.

This qualitative case study was designed to investigate how the roles of cooperating teachers who
participate in the practicum programme of the Centre for Education Programmes University of
Trinidad and Tobago (CEPUTT) are perceived by those involved. Semi-structured interviews were
carried out and data collected from three sets of significant stakeholders regarding the perceptions
of the role of the cooperating teacher. The participants included six cooperating teachers
(classroom teachers who accommodate student teachers during practicum) from primary schools
in Tobago, six student teachers (prospective teachers currently enrolled at the CEPUTT pursuing
a Bachelor of Education to become qualified teachers), and three university supervisors or
practicum advisors (instructors who teach content courses at the CEPUTT and are charged with
the responsibility of supporting and assessing student teachers during practicum).
The results of the data analysis and the emergent themes indicated that the cooperating teachers
perceived their roles in relationship to the student teachers as: willing to accept student teachers,
establishing good relationships, mentoring and modelling for student teachers, observing and
evaluating and socializing student teachers into classroom practice. Cooperating teachers reported
that they lacked training for these roles and relied on their own teaching experiences in dealing
with student teachers. They identified training as a need. Cooperating teachers suggested better
collaboration with practicum advisors and that they be provided with guidelines and expectations
of what they are required to do to fulfill their roles as cooperating teachers. Student teachers
perceived the roles of the cooperating teachers to be: keeping up current educational practices,
establishing collegial relationships with the student teachers, giving student teachers feedback, and
contributing a grade to the student teachers’ assessment. The practicum advisors suggested that
the role of the cooperating teachers should be: to build student teacher confidence, socialize student
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teachers into school and classroom context, mentor student teachers and contribute to student teachers’ assessment grades.
Results from the interviews suggest the need to include cooperating teachers in the practicum triad and recommendations included proper selection and training for them particularly in developing mentoring skills and assessment procedures to help in better preparation of student teachers entering the teaching profession.