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DOI

10.14221/ajte.2013v38n2.5

Abstract

The aim of this study was to investigate the cooperative teachers’ supervision for effective mathematics teaching from the perspective of elementary student teachers during their field experiences. The participants were 259 senior elementary education majors (189 female and 70 male) who were enrolled in practicum courses at a Turkish university. Results of the study revealed that cooperative teachers as a supervisor seemed to be deficient for interacting with student teachers as well as assisting them to develop critical point of views for teaching mathematics effectively. The study suggests that faculty-school partnership should be reconsidered for selection and professional development of cooperating teachers.

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Link to publisher version (DOI)

10.14221/ajte.2013v38n2.5