Research has shown that teachers can derive substantial benefits from the role of cooperating

teacher (CT) and many experienced teachers have made positive changes to their teaching as a

result, often engaging as co-learners. The aim of this paper is to examine the intricacies of the trajectory

of CTs in terms of the development of their understanding of what an effective supervisor

entails. Lave and Wenger’s concept of legitimate peripheral participation is utilised to understand

how teachers’ learning trajectories enhance or inhibit the move towards full participation in effective

school placements. The findings indicated that within the school placement the role of the CT

is very influential but poorly prepared for and supported by the Higher Education Institution (HEI).

Results have indicated mechanisms to potentially enhance existing policy and practice, develop the

role of the CT and create a systemic shift in school–university partnerships.