This article presents a conceptual framework that relates facts about the student teaching experience to what ought to be learned. Two cases of student teaching illustrate how the relative influence of program, setting, and participant interaction shape opportunities for learning. Suggestions for teacher educators are offered. (Author/MT)

Experienced and new cooperating teachers recorded meetings with their student teachers for two weeks. Protocols were analyzed for the nature of advice statements (teacher versus consultant advice). Although experienced cooperating teachers tended to provide more advice, percentages in the various categories were similar for both new and…

Discusses two student teachers' contrasting stories about their attempts to access experienced teachers' wisdom (via interviews), highlighting the shifting power relations between students and their cooperating teachers. Their stories illustrate how student teachers can be powerful yet powerless and suggest that student teachers can develop a…

This study focused on four novice teachers' failures. Though only one actually failed student teaching, each considered herself a failure, and all four chose alternate careers. The paper examines difficulties they encountered and identifies alternative patterns of supervision that might have allowed them to do more than survive their initial…

Reports an 18-month ethnographic study of mentoring in two Canadian primary classrooms. Videotapes of student teachers' practices and audiotapes of coaching conversations with their mentors suggested that the contexts of mentoring structured the student teachers' experiences and that the mentors' practices resembled their teaching practices.…