Abstract:
This study aimed to investigate the role of cooperating teachers in developing constructivist learning practices of childhood student teachers during field training. The data was collected from 177 student teachers at the Hashemite University and Yarmouk University in the second semester of the academic year 2010/2011 using a checklist. The findings of the study revealed that cooperating teachers had developed some constructivist learning practices in student teachers, such as encouraging children to introduce new ideas and joining new learning experiences with children's previous experiences. However, there were many constructivist practices that did not receive much attention during the field experience period, such as the strategies of exploring children's previous ideas, the way in which children can be provided with learning opportunities to construct and apply their knowledge, and using assessment as a tool for enhancing children's learning. In addition, it was found that there was no relation between students' perceptions of the cooperating teachers' role and the students' average marks at university. Moreover, no relation was found between students' perceptions of cooperating teachers' role and their teaching experience and academic qualifications. In light of these findings, some relevant recommendations were introduced.
