A Multiple Case Study on the Foreign Teaching of Elementary Education Graduates

This qualitative study aimed to gain a deeper understanding of the experiences of seasoned cooperating teachers, particularly in their roles supporting pre-service teachers. Using purposive sampling and specific inclusion criteria, six cooperating teachers from various schools in another country were selected as participants. In-depth interviews were conducted to gather rich, descriptive data on their lived experiences. The findings revealed that cooperating teachers faced both challenges and rewards in their roles. Key experiences included adapting teaching strategies for diverse learners and establishing support systems to overcome difficulties. They also emphasized the importance of fostering personal and professional growth—especially when working with less experienced pre-service teachers. Participants identified several coping strategies, such as adopting self-care routines, maintaining a positive mindset, demonstrating resilience, and engaging in continuous professional development. Reflecting on their journey, the cooperating teachers highlighted the value of passion, commitment, and dedication to teaching. They underscored the need for ongoing learning, modeling professionalism, and supporting the growth of future educators. These insights offer valuable implications for teacher education programs and stakeholders aiming to strengthen the support system for cooperating teachers.