Practicums allow student teachers to gain teaching experience, yet little research exists assessing the impact of recovery and supervisors' feedback and reflection on students' well-being during this phase. Based on the Job-Demands-Resources-Recovery model, this study investigated the mediating role of recovery in terms of psychological detachment…

A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils' cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based…

In recent years, increased attention has been focused on the mentoring of teacher candidates throughout Turkey. In particular, the requirement for school principals and mentor teachers to attend mentor education programmes as specified in the Teacher Strategy Document (TSD) set forth by Ministry of National Education (MoNE). Therefore, the aim of…

Initiatives aimed at supporting student teachers for entering and staying in the teaching profession require a better understanding of the nature of student teachers' development as it unfolds during teacher education. Accordingly, we focused on changes in the extent to which student teachers perceive and expect dis/continuity in their development…

Twelve student teacher supervisors in a state teachers college in Israel met 15 times a year to discuss, plan, and evaluate supervision activities and processes. These discussions were analyzed across participants, for the whole group, and for each participant to generate personal profiles. (Author/MT)

This paper argues for a reconceptualization of student teacher supervision that unifies psychological theory and practical teaching. Courses of teacher and supervisor training that integrate principles from psychology of human learning are described. (Author/MT)

Ten student-teacher supervisors were interviewed, and contents were analyzed to reveal the nature of dilemmas encountered. The main topics concerned curriculum, theory versus practice emphasis, behavioristic versus humanistic approaches, feedback, and personal values. Findings are interpreted, and two models for further research are offered.…

Examination of education majors' perceptions of their supervisors' expectations regarding their performance as student teachers were examined. Results show that supervisors did not use uniform evaluation criteria and that there was a low level of congruence between supervisors' and cooperating teachers' views on teaching practice. (Author/CB)

A teacher education field experience which emphasizes a collaborative partnership among supervisors, student teachers, teachers, and pupils, is described. Aspects discussed include student teachers' perceptions of the course's effectiveness, course activities, and links between the university and the schools. (Author/CB)

This article describes different types of teaching practices employed in the University of Barcelona's teacher training college, the function of the teacher as tutor, and the teacher/tutor's relationship with student teachers and experienced classroom teachers. It also introduces a model of teacher educators' practices, and discusses…

This annotated bibliography offers information from presentations at a 1995 seminar on practical teaching experience in preservice teacher education programs throughout Europe. Each entry includes a brief abstract of the presentation and a list of keywords. (SM)