The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P-12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a…

This action research article shares the story of a student teacher and the arduous, but rewarding process of self-reflection. The authors integrate real life examples of the implementation of self-reflective strategies of a student teacher with self-efficacy, teacher life cycle, and effectiveness literature to analyze the student teacher's…

A university supervisor used a "Stages of Concern" activity to promote reflective practice in preservice teachers. She wanted to show student teachers early in the semester that changes could be predicted, followed, and charted through their practicum to assess professional growth. The "Stages of Concern" model provides an…

Uses the provocative metaphor of becoming a nudist to illustrate that teachers should write, and share their writing, with their students. Describes a program in which student teachers spent six weeks in class and seven weeks in student teaching and were required to keep journals in which they reflected on what they had learned. (PA)

Reviews ideas about critical reflection in relation to the student teaching experience and art teacher preparation. Investigates the use of writing as a means for reflection in a study analyzing 19 final reflection essays in order to determine the role of reflection in student teachers' perceptions of their professional development. (CMK)

This paper describes how preservice teachers at Sweden's Linkoping University are prepared to become reflective practitioners. Students participate in a pedagogical seminar group that meets monthly. Within the group, they discuss matters important to all teachers and examine reflective texts that they had to write at the beginning of their teacher…

Teacher education students placed in clinical settings for methods coursework need adequate guidance in order to make the most of their experiences. Guidance in terms of teaching, reflections, clinical settings, and other related activities offers these candidates a realistic view of teacher, teaching, and learning. Oftentimes, the clinical…

Mentor teachers (cooperating teachers) in a secondary English program were required to keep a journal. The analysis is organized under five headings: personal reflections; mentoring concerns and strategies; organization and structure; teaching routines and school demands; and suggestions and criticisms. (SM)

This paper describes a reflective thinking model for preservice teachers developed and implemented within one state college's teacher education program. It includes three specific developmental stages. During the foundation stage, students are introduced to and involved in classroom inquiry activities which include dialogue journals,…

This study describes the challenges and successes of student teachers (N=111) in a high school setting as they shift from the role of narcissistic student to that of other-centered teacher. The study attempts to capture their inner feelings as they begin the process of learning to teach. Throughout a 12-week assignment, the student teachers were…

Describes "Student Journal," an electronic writing tool for journals that uses the Macintosh HyperCard and accommodates three different kinds of journal entries--student teacher, cooperating teacher, and supervising teacher. Includes samples of representative entries and a discussion of their value. (SM)

A university faculty member and a retired elementary principal developed a practicum course for preservice students entering a 1-year post-baccalaureate program. The course included on-campus and in-school experiences. The two professionals met frequently to get to know one another, examine course requirements, and determine what unique knowledge…

Mentoring is often assumed to be done by experienced teachers with new teachers in one-on-one settings and designed to help the mentee be successful with the tasks of teaching. In the context of preservice teacher education, mentoring usually takes place during field experiences, particularly student teaching when the mentor is the host classroom…