This study represents an initial effort to determine the content of induction programs to improve beginning teachers' instructional performance. The study investigated the perception of beginning teachers' instructional performance problems and explored its relationships with demographic characteristics such as years of teaching experience and…

The author questions the value of practice teaching, asserting that student teachers occupy a marginal position within the school, having neither the authority nor the knowledge of group rituals needed to legitimatize them in that community. Experiencing such marginality can be stressful and deflating to the self-concept. (SJL)

Describes a program in operation since 1972 which enables university students from Newfoundland to do student teaching in England. Reports results of a survey that asked the program's first participants to evaluate, in retrospect, the strengths and weaknesses of that cross-cultural teaching experience. (JHZ)

Discusses the lack of teacher training provided for teaching assistants in history departments. Argues that emphasis on research and publication is misplaced because most new Ph.D.s will be teaching rather than publishing. Urges teacher training to prepare graduate students for their chosen profession and to improve undergraduate education. (DK)

The limitations and unique contributions of experiential learning across the learning-to-teach continuum (pretraining phase, preservice phase, inservice phase/on-the-job learning) were examined. Three vignettes are presented that describe specific examples of firsthand experience: student teaching, exploratory field experiences, and the field as a…

There continues to be a great deal of debate about the role that field experiences play in teacher development and about the relative contribution of various individual and institutional factors to the socialization process. Field experiences in teacher education entail a complex set of interactions among program features, settings, and people…

This report describes the implementation and operation of a 6-month peer coaching program, "Collegial Coaching: Transfer of Learning through Reflective Practice," at Estacado High School in Lubbock (Texas). The program was originally designed to assist teachers to improve their own management and instruction in the classroom. However, it…

This document presents a summary of follow-up evaluation studies of basic and advanced education graduates, conducted by the Office of Educational Research and Services at Bowling Green State University (Ohio) over the last few years. (The university's evaluative follow-up endeavors have been closely tied to a needs assessment model, and a major…

Part of a series of position papers prepared by the American Association of Colleges for Teacher Education (AACTE), this pamphlet considers the need for extended teacher education programs. Seven alternative models of extended teacher preparation programs are described: (1) four-plus-one (B.A.); (2) four-plus-one (internship); (3) five-year (B.A.…

This paper reports the findings of a year-long study of 11 preservice teachers' perceptions of the first year of a teacher preparation program. These students were interviewed individually at least four times, and reported that learning concrete teaching methods was one of the most valuable aspects of their preparation because these methods could…

A recurring theme in the social literature is the perceived gap between what faculty in higher education view as the goals of and preferred methods for teaching social studies and those valued and applied by practicing social studies teachers. In 1990, Ohio State University began planning an intensive school-university collaboration in the form of…