Relationships in Preservice Teacher Preparation: From Cohorts to Communities.

The cohort seemed like a little family, with all of the group building activities, songs, projects, field trips, and even our gatherings out of class at the Fiesta restaurant! It made a comfortable environment to learn in. I think of our community in our program as I teach this year and try to create the same environment for my kids. (Mandy, 2/17/00) ********** Recent research in teacher preparation indicates that learning is enhanced through a sense of community (Koeppen, Huey, & Connor, 2000). In some teacher preparation programs, the cohort structure has been shown to model community building within the teacher socialization process (Fullan, Galluzzo, Morris, & Watson, 1998; Koeppen, et al., 2000). A sense of community encouraged in cohort structures can foster learning and discourage the intellectual and professional isolation of teachers (Comer, 1996; DuFour & Eaker, 1998; Goodlad, 1994; Koeppen, et al., 2000; Tinto, 1997; Sergiovanni, 1994). A sizeable body of research exists on cohort groups in graduate programs, especially in educational administration (Hill, 1992; Wenzlaff & Wieseman, 2004). However, there is a lack of research investigating cohort models at the undergraduate level. How do undergraduate students perceive their learning in a cohort program? What features of a cohort-model program can teacher educators use to support preservice teachers' emerging understanding of their practice? Purpose of the Study The intent of this qualitative case study was to explore the preservice teachers' perceptions about their own learning within the culture of a branch-campus, cohort-model teacher preparation program and through their first year of teaching. Specifically, what did these students perceive as important factors which contributed to their learning? The program, Riverside, was in its first year of existence at a branch campus in a small town in rural Oregon during the 1998-1999 school year, with a newly hired elementary education generalist as the site coordinator and main instructor. As with many new programs, there were many challenges. The need for the study surfaced as the coordinator of the program attempted to meet the individual needs of the students, coordinate with the university's main campus 115 miles away, and ensure quality of the program at this site. Within this context, then, this two-year study investigated how a cohort of twelve preservice teachers--many of whom were nontraditional-aged students, unable to relocate from their rural communities, and inexperienced with higher education--experienced their branch-campus, cohort teacher preparation program. This study was guided by two primary questions: (1) How did preservice teachers characterize their cohort community as a vehicle for their own learning about teaching? and (2) How did this sense of community influence how new teachers taught their first year in area schools? Theoretical Foundations Cohorts as Culture Researchers suggest that schools act as cultural enterprises where members learn to act and talk together in socially acceptable ways (Cazden, 1988; Spindler & Spindler, 1992). In this study, the cohort was viewed as a culture where teacher socialization takes place, both in the university classroom and in the field experience site (Geertz, 1973; Ross, 1998; Su, 1992). If we view the cohort as an evolving cultural entity, we can identify at least three vital aspects which influence the culture in each particular cohort group: the concept of cohort model; particular context and location; and the beliefs that participants hold about the community or are encouraged to adopt. Central to teacher learning are the aspects of prior knowledge that preservice students bring to the program, peer interactions while learning, and faculty support (Dinsmore & Wenger, 2001; Koeppen, Huey, & Connor, 2000; Putnam & Borko, 2000). Cohorts create the structural opportunity to maximize and create a community minded culture that supports these central tenents of teacher learning. …