The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers

By M. Rajuan, D. Beijaard, N. Verloop. 2007

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Professional identity tensions of beginning teachers (2013, background): “Rajuan et al. (2007) mentioned that beginning teachers often hold other orientations regarding learning to teach than those that their mentors, supervisors and colleagues expect from them.”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “Research suggests that conflicting role expectations, or lack of clarity of such roles, might result in unsuccessful mentoring relationships (Beck and Kosnik 2000, Rajuan et al. 2007).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Studies on the interactions between mentor and preservice teacher (Hoffman et al., 1986; Rajuan et al., 2007; Väisänen et al., 2017) also suggest that preservice teachers tended to perceive their mentors’ emotional support as the most important characteristic of their mentoring relationships.”
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, background): “Student teachers and mentors, for example, may differ in terms of how one should learn the teaching profession (Alsup 2006 ; Rajuan, Beijaard, and Verloop 2007 ).”