Despite the importance placed on qual ity field experiences in teacher prepara tion, little attention has been focused on optimal training and compensation for cooperating teachers who supervise student teachers. In a time of increasing expectations for supervisors and diminishing resources for colleges/ universities, the most meaningful and cost-effective forms of training and rewards must be identified to support the efforts of field-site personnel. Korinek presents and discusses the results of original and related research on cooperating teachers' preferences for various types of compensation and training related to studentteacher super vision.
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