Abstract
In recent years we have
written and spoken about the role of school advisors (sometimes
known as school associates, cooperating teachers, or sponsor teachers)
in practicum settings. We concluded these pieces by arguing that
teachers should play a more substantive role in ensuring that
school advisors are professionally ready, carefully selected,
and continually supported in their work as teacher educators.
We take this opportunity to extend those arguments and to imagine
a scenario in which this might occur. Moving beyond what is to
what might be, we suggest establishing at a regional level a formal
body-a School Advisor Association for want of a better term-that
comprises classroom teachers who in concert with faculties of
education play a central role in the development, selection, and
support of school advisors.
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2001.
Last revised: February 6, 2001.
Designed by G.H. Buck