Author Renee T. Clift provides this commentary on the articles presented in this issue of "Studying Teacher Education." Clift begins by writing that while this issue of the journal gives voice to teacher educators who are seeking to better understand and improve their work with teacher candidates during the practicum experience, she…

The practicum is an important part of teacher education and has been widely studied from a variety of perspectives, including teacher candidates, associate or cooperating teachers, and supervisors. In this issue of "Studying Teacher Education," each author has written a self-study describing a personal journey of coming to understand…

This article provides the author's comments on the studies by Tom Russell, David Dillon, Shawn Bullock, Lynn Thomas, and Andrea Martin which are reported in this issue of "Studying Teacher Education." Here Stefinee Pinnegar reflects on the intractable conundrums of teacher education and teachers educators that she felt was her…

This paper responds to Wassell and LaVan's paper on the transition from a preservice coteaching experience to independent teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching. In our response, we argue that coteaching can also be applied "alongside" independent teaching in…

This article presents the story and reflection of Jennifer Ritter who shares two critical elements in the process of induction into the world of teaching English. She reminds teachers that the matching of student teacher and cooperating teacher is seldom the result of the extended scrutiny of the attributes of the prospective teacher and the…

Presents advice to the cooperating teacher. (SJL)

Tips for student teachers include visit the school and learn about policies and procedures, ask questions, be open minded, and give cooperating teachers some space. Cooperating teachers are encouraged to communicate, be open minded, make student teachers feel welcome, show confidence in them, and provide feedback. (SK)

Recollects the author's student teaching experience and, in particular, remembers her student teaching supervisor and the commitment, hope, and respect which were at the heart of her mentor's work. (SR)

Discusses specific ways that student teachers can make the experience a rewarding one. Suggestions include observation of cooperating teachers, familiarity with students, development of confidence in the subject area, adequate record keeping, awareness of school rules, and recognition of individual differences. (JOW)

Guidelines are provided for developing educational programs for cooperating teachers, or other teachers who work with beginning teachers. The guidelines have eight essential components which can be categorized as procedural, substantive, or knowledge components. (IAH)

Proposes a modification of the structure of current student teaching programs that would replace the superordinate-subordinate positioning of university supervisor, cooperating teacher, and student teacher with a formal colleagial team. (FL)

Student teaching often provides prospective music educators with a guided teaching experience that they can refer to throughout their professional careers. In the words of one teacher, the author often thinks back to her student teaching experience for strategies in her current teaching and classroom. She had a great cooperating teacher who…

Characterizes student teachers and the teachers who must supervise those students. (SRT)

Five major areas of knowledge and skill needed by effective teachers are identified. How teacher educators can address these areas is discussed. (MT)

This article reviews research concerning the influence of the cooperating teacher and the student teacher supervisor on the student teacher, suggests needed research in the area, and examines possible implications for student teaching programs. (CJ)