This study examines the classroom knowledge of experienced teachers and the ways that this knowledge is articulated to preservice teachers. The 36 teachers in this study, 18 elementary and 18 secondary, were placed on the basis of four selection instruments designed by a school-university task force to assess cooperating teachers’ knowledge about teaching tasks and common pedagogical problems. Comparisons of recommendation, status and quality of teacher responses reveal notable differences among the cooperating teachers. These differences result in contrasting views about teachers’ suitability for the role of cooperating teacher and suggest that placement potentially influences the substance, quality and opportunity offered by the student teaching experience.
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