The Role of Cooperating Teachers in the Professional Learning of Student Teachers in Saudi Schools: Reality, Challenges and Prospects

Abstract

This study investigates the role of Cooperating Teachers (CTs) in the professional learning of Student Teachers (STs), within the practicum of Saudi ITE (Initial Teacher Education) programmes. Under an Interpretivist paradigm and a grounded theory (GT) approach, semi-structured interviews were used to collect the study data. The interviews were conducted to investigate the reality, challenges and prospects of the role of the CT in the Saudi ITE context, from principal stakeholders’ perspectives. The findings mirror those reported in the international literature with regard to the benefits of developing CTs’ professional learning for both CTs and STs. However, the findings also indicated that the role of the CT takes the form of an apprenticeship relationship, involving observance of a set of responsibilities that reflect a traditional supervisory approach to teaching and learning. The hierarchical educational culture, time limitations, selection, preparation, and support of CTs, and their evaluation of STs were identified as among the major challenges facing the CT’s role. After that, recommendations for both theory (GT) and practice was offered. The theory proposed is a hybrid model of learning that combines aspects of the existing apprenticeship approach with cooperative methods of learning. This has potential of developing a collegial learning environment in an attempt to reduce the hierarchy in the current CT and ST relationship, and help fill the school-university gap by making teacher learning a cooperative continuum between them. Based on the research findings and ITE literature, the suggestion made is to introduce a professional preparation programme for CTs that takes into account the challenges and prospects of developments introduced in this study. The recommended National Mentoring Scheme (NMS), is to be a collaborative programme overseen by the Saudi Ministry of Education (MOE). Implications of such a framework for the MOE, universities, schools’ HTs and CTs are also provided.