An analysis of student teachers' comments on their field experiences at the University of Iowa is summarized. Results were used in development of a student teacher handbook. (JMF)

The Fulton Project seems to have reduced student anxiety regarding student teaching by providing the students with (1) a gradual introduction to the teaching process, (2) the opportunity to experiment in a no-fail situation, and (3) the support of peers, cooperating teachers, and college professors. (MM)

This article lists ideas and suggestions compiled by a supervising teacher for a successful student teaching experience. (PD)

To discover why students ask so few questions in class, a questionnaire was distributed to 166 student teachers in university education courses. Of the three major reasons they cited for failing to ask a question, the most common was fear based on negative past experiences. Implications for teaching are drawn. (Author/SJL)

Examples of personality types of supervising teachers and student teachers are described. Conflicts arising out of these clashes are illustrated and used to point up the need for personality matching in the selection of student teachers for student teaching programs. Some personality types listed are energetic and creative supervisors, meek…

This paper portrays three student teachers, in the same teacher education program, who were placed in a highly structured school for their field experience. The study focuses on how individual student teachers develop perspectives toward teaching and interpret school experiences. Individual case histories are presented, based on interviews with…

This report is one in a series presenting findings from a major multi-site investigation into clinical preservice teacher education. The larger study makes available an in-depth description of participants, practice, and outcomes of the student teaching experience in two settings. This report presents, through three selected case studies, one…

Research shows that attitudes of 64 elementary education student teachers toward teaching changed in a negative direction as a result of their student teaching experiences. (CJ)

A group of student teachers and their subgroups were categorized on the basis of priorities assigned to expectations arrayed in a 60-item Q sort. Highest priority was attached to items reflecting direct and positive interaction with pupils. Based on lower level priorities, three types of student teachers were distinguished. (JC)

Offers some suggestions that cover twelve areas of human relations in which students and teachers are involved in the day-to-day task of teaching and learning. Their intent is to provide new teachers with methods for avoiding discipline problems while building a positive interaction with their students. (Author/RK)