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Learning how to learn about the supervision of student teachers
Recent calls for reform in teacher education have
included improving the clinical experience of preservice
teachers (Boyer, 1983; The Holmes Group, 1986). Research
on student teaching indicates that the role of the
cooperating teacher is of critical importance to the
clinical experience (Tabachnick, 1980; Haberaan, 1978).
Probleas exist, however, in co â ¢â ¢ unication gaps between
higher education and the public schools (O'Shea, 1984); in
the selection of cooperating teachers (Griffin, 1981); and
in their preparation for aSSisting novices in the
development of knowledge about teaching and learning
(GriÂ£Â£in, 1983; Kleinsasser, 1988). Early clinical
supervision models (Cogan, 1973); Goldha â ¢â ¢ er, 1969) have
been presented through top-down approaches. Literature on
teachers as a cultural group (Lortie, 1975) provides some
insight into why such approaches have not been successful and why cooperating teachers have not come to see themselves
as teacher educators.