Does the Mentorship of Cooperating Teachers Meet the Needs of Their Student Teachers?: A Mixed-Methods Exploration

Abstract

The student teaching internship experience is one of the most fundamental experiential learning opportunities for pre-service teachers during their traditional university certification process. During the internship, cooperating teachers play a pivotal role in creating an impactful experience for their student teachers. Cooperating teachers are being asked to take on the role of mentor when leading their student teachers to develop stronger teaching skills and the ability to manage a school-based agricultural education program. However, cooperating teachers are not always clear about their exact roles as a mentor and are in need of additional preparation and support. This study compares the perceived demonstration of mentorship by cooperating teachers and the observation of this mentorship by the student teacher after the implementation of a cooperating teacher support program at the University of Florida. The results suggest cooperating teachers are utilizing best practices for mentoring within all three areas of social support, professional support, and role modeling. The need for cooperating teachers to explain to student teachers why they do what they do was revealed. Further research in the preparation and support of cooperating teachers is necessary to continue to paint a picture of how these mentor behaviors are being implemented across the profession.