Cooperating Teacher Compensation and Benefits: Comparing 1957-1958 and 2012-2013

Helenrose Fives; Tammy M. Mills; Charity M. Dacey

doi:10.1177/0022487115626428

Cooperating Teacher Compensation and Benefits: Comparing 1957-1958 and 2012-2013

Helenrose Fives, Tammy M. Mills, Charity M. Dacey

Educational Foundations

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7 Scopus citations

Abstract

We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 U.S. TEPs published by VanWinkle in 1959. Data for the present investigation came from 18 of those TEPs. Descriptive statistics and qualitative analyses were used to identify trends and make comparisons across the two time periods. Findings indicate that compensation for CTs continues to fall into five categories: (a) monetary compensation, (b) professional learning opportunities, (c) CT role-focused resources, (d) engaging CTs in the college/university community, and (e) professional recognition. Changes in the nature and quality of benefits indicate that in many instances, the programs in our sample offer less to their CTs than they did in 1957-1958 while expectations for CTs have historically increased.

Original language	English
Pages (from-to)	105-119
Number of pages	15
Journal	Journal of Teacher Education
Volume	67
Issue number	2
DOIs	https://doi.org/10.1177/0022487115626428
State	Published - 1 Mar 2016

Keywords

cooperating teachers
mentoring
student teaching
teacher education programs

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10.1177/0022487115626428

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abstract = "We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 U.S. TEPs published by VanWinkle in 1959. Data for the present investigation came from 18 of those TEPs. Descriptive statistics and qualitative analyses were used to identify trends and make comparisons across the two time periods. Findings indicate that compensation for CTs continues to fall into five categories: (a) monetary compensation, (b) professional learning opportunities, (c) CT role-focused resources, (d) engaging CTs in the college/university community, and (e) professional recognition. Changes in the nature and quality of benefits indicate that in many instances, the programs in our sample offer less to their CTs than they did in 1957-1958 while expectations for CTs have historically increased.",

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Cooperating Teacher Compensation and Benefits: Comparing 1957-1958 and 2012-2013

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Keywords

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