Clinical practice in teacher education has evolved from an apprenticeship model to one that finds it more intertwined with collaborative arrangements with partnering public schools. We look at how this evolution has had a major impact on the effectiveness of how teachers are prepared in an ever more complex society. We also describe how…

Research on characteristics of students who persistence in college is extensive, but the literature on student persistence in educator preparation programs (EPP) is almost non-existent. We examined the relationship between student demographic characteristics and persistence to two major milestones at or near the end of the EPP. Using logistic…

Over the course of two years, data was collected focused on preservice elementary teachers' engagement with mathematics textbooks and curriculum materials in two contexts: (1) a university mathematics education course, and (2) student teaching. To frame the results and suggest opportunities for learning, Feiman-Nemser and Buchmann's (1985)…

Since the corporatization of national universities, the environment surrounding Japanese universities has dramatically changed in various respects. A series of government-led attempts have intended to support the domestic colleges and universities in gaining a competitive edge by improving the quality of teaching and research as well as…

With conversations about the best ways to evaluate teacher performance proliferating across the nation, preservice preparation could be the next stop on the teacher-quality continuum to receive a similarly high level of scrutiny. New models for preparing teachers, such as the yearlong apprenticeship or "residency" model, have received…

What makes the difference between a good teacher and a great one? Knowing one's content is important, but having strong leadership skills can tip the scales from mediocrity to excellence. The best time to begin practicing being a teacher leader is during the preservice years. By practicing leadership skills, one can begin to view oneself not only…

Elementary education faculty at this university embedded a Teacher Work Sample (TWS) performance-based assessment into the student teaching experience to assess candidates' ability to impact student learning as required by recent accreditation reforms. The authors conducted an internal evaluation of the TWS for the purposes of strengthening not…

Describes the restructuring of preservice teacher education at the University of Windsor (Ontario). Emphasizes cognitive learning theory, activity rather than facts, a holistic interdisciplinary approach, the language-thought link in course planning, and practice in classroom problem solving. Lists 20 teacher education goals and 20 student teacher…

Weaknesses in the practice teaching component of teacher education programs in the Netherlands are cited and research efforts to generate solutions examined. Justification is provided for including reflection (where students deal with their own learning processes) in reform efforts. A new teacher education program focusing on reflection is…

This study was undertaken to consider answers for the following questions: (1) What meanings do reform-oriented prospective science teachers attach to their beliefs, intentions, and actions as they begin to interact in schools? (2) How do those meanings reflexively re-inform the prospective teachers' beliefs, intentions, and actions in science…

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…

Suggests a module system of units of 60-70 students with 5 or 6 tutors, each student teacher experiencing the continuity of working with the same primary and secondary groups for three years' practice teaching. (IR)

This paper describes preservice teacher education in China, focusing on tracks or programs for Chinese teacher education, the current situation, innovations and reform, and prospects for the future. Achievements in Chinese higher teacher training institutions over the past 10 years are noted. (SM)

With the creation of Public Act 761 in 1967, the State of Connecticut became one of the first states to encourage a program of collaboration and parity between schools and colleges in teacher education activities. The law took advantage of the one point in teacher education where theory and practice meet: the clinical experience of supervised…

The standard prescriptions for reforming undergraduate education include better students, more time on basic academic subjects, more clinical experience, and more rigorous and standardized evaluation of students at all points in the program. Further scrutiny of these recommendations is presented. (MLW)