Document Type
Article
Publication Date
3-1-2016
Journal / Book Title
Journal of Teacher Education
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.
DOI
10.1177/0022487115626428
MSU Digital Commons Citation
Fives, Helenrose; Mills, Tammy M.; and Dacey, Charity M., "Cooperating Teacher Compensation and Benefits: Comparing 1957-1958 and 2012-2013" (2016). Department of Educational Foundations Scholarship and Creative Works. 46.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/46
Published Citation
Fives, H., Mills, T. M., & Dacey, C. M. (2016). Cooperating teacher compensation and benefits: Comparing 1957-1958 and 2012-2013. Journal of Teacher Education, 67(2), 105-119.