Investigated student teachers' and university supervisors' views regarding difficult areas to discuss in conferences and how to tackle the problem. Students and supervisors had many similar perceptions. Difficult topics included possible failure, general attitude, and lack of presence, commitment, and enthusiasm. Solutions included identifying the…

The purpose of this study was to compare subjective accounts of supervisory meetings from the viewpoint of 25 student teachers, their cooperating teachers, and eight university supervisors. Changes in these viewpoints over the first semester of student teaching were also examined. Results are discussed. (Author/MT)

An action research approach was used to encourage supervisors to collaborate with student teachers in order to heighten the focus on pedagogy. Results of the plan are reviewed. (Author/MT)

Regular and special education supervisors were studied to determine important aims for education, types of issues focused on in practice, how beliefs related to these issues, and how socialization influenced selection of supervisory issues. Results are discussed. (Author/DF)

Investigated the epistemology of preservice teachers in terms of the nature of knowledge and process of knowing. Interview data indicated that preservice teachers differed in epistemology and did not move from category to category of epistemology in stage-like fashion. Their epistemological beliefs appeared to be interconnected in a web. There was…

Examines a method of mentoring preservice teachers designed to enhance their understanding of and sensitivity toward learners with disabilities. The contemporary value of inclusiveness in education was made explicit through a teaching intervention that engaged preservice teachers in learning about and meeting people with disabilities. Student…

Data from post-lesson interviews conducted early in the teacher training year examine student teachers' reasons for teaching decisions and evaluations of that teaching. Evaluation of lesson objectives and factors considered when working to achieve them suggests a high level of concern for student learning, echoed in student teachers' lesson…

Suggests that teacher research based on narrative inquiry must question the truth of teacher narratives and seek multiple critical readings from varied analytic approaches. Research on Australian preservice teachers' visual and written narratives (picture books) about different aspects of their professional practice indicates that this method is a…

To study socialization, researchers analyzed open-ended comments from Canadian student teachers, examining their perceptions of the faculty of education. Most comments reflected student teachers' experiences which are interpreted in terms of powerlessness, meaningless, and self-estrangement. Results suggested that organizational conditions…

The extent to which inexperienced teachers--probationers and student teachers--report awareness of nonverbal communication and whether this awareness increases their effectiveness in the classroom were examined. Effective probationer teachers mentioned nonverbal communication more often than less-effective colleagues, and made more use of subtle…

Comments from Australian student teachers' field experience journals identified complex developments among student teachers, who moved from teacher-centered to student-centered views of instruction, from personal to professional views of teacher-student relationships, and from control to holistic views of classroom management as they advanced in…

Compared Tibetan student teachers' characteristics and attitudes to those of their mainstream Chinese counterparts. Surveys, interviews, observations, and document reviews revealed both similarities and differences. Tibetan student teachers tended to be middle class males, choose teaching for intrinsic reasons, and hesitate to commit themselves to…

Researchers investigated how preservice mathematics teachers' views of pedagogical content knowledge related to training and what and how students learned in the context of different forms of teaching. Interviews indicated students' views and acquiring pedagogical content knowledge may not be strongly or directly related to forms of training. (SM)

Investigated changes in Spanish preservice English language teachers' perceptions of teaching. Participants were students in a postgraduate teacher training course and students taking a course in methodology, an optional subject for their degree in English. Surveys administered at the beginning and end of the semester indicated that taking a…

Teacher education programs should acknowledge their students' vulnerabilities and perceptions of relevance by developing a collaborative inquiry approach to encourage reflection through three foci: the approach to research; the relationship between professional collaboration and the quality of reflection; and the contradictory responsibilities of…