The influence of cooperating teachers on the manner in which student teachers instruct reading, as determined by critical incidents

The purpose of this study was to investigate the influence of the cooperating teacher on the manner in which reading was taught by student teachers. The critical incident technique (Flanagan, 1954) was used to collect data from 78 elementary education majors who were completing their student teacher assignments at Kutztown University. The specific objectives were: (1) to identify the categories of critical incidents involving the effect of cooperating teacher behavior on the way in which reading was taught by student teachers; (2) to determine whether there were differences in the critical incidents reported by primary grade student teachers and intermediate grade student teachers concerning the influence of the cooperating teacher on the teaching of reading.; Subjects reported 188 critical incidents which were inductively classified into four major categories. Student teachers were influenced by incidents involving: (1) use of an instructional activity or resource material; (2) reaction to student behavior; (3) use of information, a suggestion or a directive from the cooperating teacher; (4) factors related to grouping for reading instruction.; Each major category was divided into subcategories yielding 49 critical behavior statements concerning cooperating teacher influence on the manner in which student teachers teach reading. Nearly two-thirds of the incidents involved the use of an instructional activity or resource material.; The incidents reported totaled 105 at the primary level and 83 at the intermediate level. Results of the chi square test indicated that differences in incidents were not statistically related to the grade level at which the incidents occurred.; Important recommendations resulting from the findings included (a) consideration of the four major categories of incidents developed in this study when structuring content for cooperating teacher training sessions, and (b) emphasis on a training component designed to enhance teachers' knowledge and use of effective instructional skills.