Comparative Work Within the Context of Practicum Settings: A First Look at What Motivates and Challenges Cooperating Teachers from Five Countries

  • Anthony ClarkeEmail author
  • John Collins
Part of the New Frontiers of Educational Research book series (NFER)


The current study is set within a context of a larger research project which addresses a significant challenge in Teacher Education: the largely untutored and atheoretical approach to student-teacher mentoring in practicum settings. This “crisis” (Rubenstein in Edutopia 9, 2014) continues because student-teacher mentoring falls between the jurisdictional gap where, on the one hand, schools regard universities as the final arbiters of the B.Ed. degree and are reluctant to be unduly proactive in that domain (Russell and Russell in Prof Educ, 35, 16, 2011) and, on the other hand, universities see the schools as a threshold across which they step cautiously for fear of losing practicum placements.


Student Teacher Practitioner Inquiry Chinese Cohort Motivator Scale Motivator Item 
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© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of British ColumbiaVancouverCanada

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