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School advisor's beliefs about their roles and practices within a cohort grouping

University of British Columbia

This study focuses on the nature of the school advisor's roles within a collaborative educational setting, specifically, a partnership involving a school district, university and teachers association referred to as the Richmond Teacher Education Project. The study investigates how school advisors view their roles and responsibilities within a cohort group. School advisors describe their experiences according to role, motivations, preparation and training, improvements to the program and professional/ethical considerations. Findings from the study indicate that the role development of school advisors is dependent on the amount of time spent as a member of the Richmond Practicum Project and on the relationship-building process between the student teachers and other members of the cohort grouping. All subjects mention some difficulty in their role as the primary evaluator and believed that the faculty advisor should share this role.

Thesis/Dissertation

application/pdf

2009-07-07

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http://hdl.handle.net/2429/10392

Curriculum Studies

University of British Columbia

UBCV

DSpace