Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities

Abstract

Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves.

Keywords

• cooperating teacher
• preservice teachers
• school placement
• physical education