The Influence of Supervisory Training for Cooperating Teachers on Preservice Teachers’ Development during Early Field Experiences

The purpose of this study was to examine the influence of supervisory training on the cooperating teacher’s role as an instructional supervisor. Trained teachers were the II cooperating teachers who had completed a 3-hour graduate course on the supervision of preservice teachers; untrained teachers were the 25 who had no previous supervisory training. Data indicated that preservice teachers assigned to trained cooperating teachers were significantly more involved with students and received more feedback from their cooperating teachers than did their counterparts.