In response to the study and recommendations presented in the article "I Didn't See it as a Cultural Thing," written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors' approaches and assertions that seem…

Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behaviour problems, dealing with parents, and so on. Many beginning teachers take professional development seminars in an attempt to deal with these and other issues. Professional development…

A 2003 study about the lives of retired leaders in teacher education reminds us of the significant role that others play in the academic development of professors of education. That study also reveals significant changes in the nature of our work as teacher educators. The authors stress the need for universities to pay greater attention to the…

Describes the student teaching experience from the university supervisor's view, including orientation, observations, assessment instruments used, and the final transformation of student into professional teacher. (JOW)

Suggests that creating valuable and productive student-teaching experiences may be the most important step toward preparing new teachers and keeping them in the teaching field. Offers 10 strategies for supervisors of student teachers. (JOW)

Citing recent research which shows a need for teacher educators who are effectively involved with professional practice, the author argues for structural change in teacher education which would be focused around the development of a clinical professorship model. (MT)

Discusses the supervisory class visit and subsequent tutorial as an important part of the teacher training process. (JOW)

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)

Criteria for evaluating the effectiveness of student teacher supervisors are outlined, including defining the role and tasks of supervisors, creating an attitude of expectation and participation, and executing a process for analysis, interpretation, and application to change supervisory behavior. (JMF)

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

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)

Reports that many industrial teachers, including recent graduates, are not prepared to implement new technology-based programs due to weak student teaching programs. Suggests ways to improve the practicum experience for greater teacher effectiveness. (CH)

The roles of the supervisor and cooperating teacher are defined and discussed in terms of the cooperating teacher's direct, daily supervision of the student teacher and the university supervisor's task of preparing the cooperating teacher for this role. (JMF)

Considers complex ways in which a student teacher negotiated her status and derived her authority in the multiple sites in which she worked as student, as apprentice, and as teacher. Illustrates the importance of encouraging teachers to adopt an "anthropological stance." Shows how teacher education is complicated by the layered nature of the work…

The general outline of a course for cooperating teachers and supervisors in student teaching programs is presented and discussed. (JMF)