This pilot project examines the experiences of a small sample (n = 4) of elementary pre-service teachers (PSTs) as they designed and attempted to implement a series of short lessons, or mini-units, using Ozobots or Makey Makeys during their field experience. Results indicated that, despite the fact that none of the PSTs were able to deliver their…

Practice-based teacher education is poised to improve teacher education by focusing on interns' enactment of complex teaching practices and helping them develop these professional skills. However, much of this work has yet to study the trajectory of learning between university training and field experiences. This article explores seven history and…

A study sought to determine the extent to which cooperating teachers' narrative comments on weekly observations reflect six categories of beginning teachers' competencies and to ascertain the relationships among cooperating teachers' narrative comments, their midterm evaluations of student teachers, and their final evaluation of student teachers.…

A state university and a local school district collaborated to develop an apprenticeship model for field teacher training that benefited all parties involved in the field experience process. The model's foundation was based on experiences working with new teachers in inner city settings. The model was to create an environment that would provide…

The findings of a survey questionnaire given to student teachers at the University of Iowa are presented. The most notable conclusions from this study are: (1) motivating disinterested students, handling disciplinary problems, and evaluating pupil progress were the sources of greatest concern during the student teaching experience; (2) students…

Self-reported survey data from 230 male and female students who had completed student teaching indicated that 17.4% alleged some form of sexual harassment during either their preclinical experiences or their student teaching. Alleged harassers included building administrators, cooperating teachers, and university supervisors. (IAH)

A 4-year preservice program is examined to ascertain the effectiveness of the program and its impact on participants as well as the impact it may have upon future teacher education programs. Data from questionnaires completed by current clinical students and their cooperating teachers are analyzed, discussed, and considered in conjunction with a…

Field experiences for preservice teachers are replete with problems including insufficient budgets and concerns about the dominance of the preservice teacher, cooperating teacher, and university supervisor triad. This paper advocates the development of a diadic model that would, through training, expand the supervisory role of the cooperating…