Volume 37 - Number 1 - 1996 | DOI: 10.5032/jae.1996.01048
The purpose of the study was to describe the extent to which cooperating and student teachers used the problem-solving approach to teaching. A hypothesis was employed to test the relationship between cooperating teachers' use and the student teachers' use of the approach. The sample consisted of 15 student teachers and their cooperating teachers. Videotapes of the student and cooperating teachers' classroom teaching were collected and analyzed using an instrument developed by the researchers. Student teachers and cooperating teachers spent less than 20% of their instructional time using the problem-solving approach to teaching. Student teachers spent the most time guiding students in seeking data and information to solve the problem. Cooperating teachers spent the most time gaining and maintaining the interest of students in learning the subject matter. A positive relationship was found between the cooperating teachers' use and the student teachers' use of the problem-solving approach to teaching. It was concluded that a student teacher's use of the problem-solving approach to teaching could be enhanced if cooperating teachers modeled the approach. It was recommended that priority be given to selecting cooperating teachers who model the desired teaching behaviors expected of student teachers.