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

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

Research output: Contribution to journalArticle

4 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 languageEnglish
Pages (from-to)105-119
Number of pages15
JournalJournal of Teacher Education
Volume67
Issue number2
DOIs
StatePublished - 1 Mar 2016

Keywords

  • cooperating teachers
  • mentoring
  • student teaching
  • teacher education programs

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