The role of cooperating teachers in student teachers' professional learning in Saudi Arabia : reality, challenges and prospects

This study investigates the role of Cooperating Teachers (CTs) in the professional learning of Student Teachers (STs), within the practicum of Saudi Arabian ITE (Initial Teacher Education) programmes. Under an Interpretivist paradigm and a constructivist grounded theory (CGT) 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, CT selection and preparation, support of CTs and their evaluation of STs were identified as among the major challenges facing the CT’s role. From the analysis of the research findings, recommendations are made for practice. This study proposes a hybrid model of learning that combines aspects of the existing behaviourist approach with cooperative methods of learning within a triadic relationship between all those involved in Saudi ITE practicum. This has the potential for developing a collegial learning environment in an attempt to reduce the hierarchy in the current CT and ST relationship in Saudi ITE, and help reduce the school-university gap by enabling improved teacher learning through a cooperative continuum between them. Based on the research findings and ITE literature, A National Mentoring Scheme (NMS), is recommended as a school-university 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 identified.