A group of university faculty members and student teacher supervisors (associate teachers) studied the role of the associate teacher. Concludes there is no comprehensive formalized selection, preparation, and support program for associate teachers. Offers recommendations in these areas. (KS)

Principles of appropriateness and acceptability are discussed for research-based data gathering instruments and those designed by supervisor and student in order to understand and evaluate student teaching. Ten guidelines are given to provide supervisors with a basis for observing and analyzing the teaching process. (JD)

Presents research that questions the effectiveness and necessity of student teaching as part of the teacher education curriculum. Proposes that practice in teaching skills should occur in the college of education program where mistakes and ideas are valuable openings for discussion and where discussion is immediate. (KS)

Describes a program in which student teachers are involved in a modular on-campus setting, in addition to their experiences in classrooms. Flexibility within the faculty of education allows for change between semesters, as well as from year to year. (JD)

Presented are five rules for successful student teaching experiences (practica), designed around clear communication with college supervisors, cooperating institutions, and the student teachers themselves. (KC)

Outlines significant problems and solutions for student teaching programs, concluding overall improvement can result from: (1) employing people who are committed to field programs, (2) promoting open communication between all parties, and (3) tailoring programs to the specific needs of individuals. (JD)

Discusses the issue of quality practicum teaching experiences, focusing on the selection of interns, sponsoring teachers, and supervisors. Offers guidelines for selection of each group based on the experience of the internship program, operated by the Saanich schools and the University of Victoria. (JHZ)

Describes an innovative solution to a common problem--associate teachers feeling alienated from the faculties of education with whom they work. Outlines the structure of the teacher training program at Trent University emphasizing the problem solving process followed by the practitioners who monitor the internship phase of the program. (JHZ)