Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self-study of teacher education practices (S-STEPs) during supervision, the authors describe a scaffolded process of…

This study seeks to understand how university supervisors and cooperating teachers approach giving feedback during the practice teaching experience to pre-service English language teachers and the nature of feedback they give through post-lesson conferences and written evaluations. The data for the study come from field notes of classroom…

The purpose of this research was to investigate the impact of a cooperating physical education (PE) teachers programme from a cooperating teacher's perspective. Teaching practice is acknowledged as one of the most important areas of undergraduate teacher preparation. As part of a new undergraduate PE teacher education (PETE) programme, a…

Collaboration is becoming increasingly important in the realm of education (Novoa, 2004). For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team's undertakings and to provide innovative…

This paper explores the student teachers' perceptions about the most positive aspects of the supervision provided during their teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating teacher's and university supervisor's performance. Student teacher's appraisals regarding…

This article describes the transformations that took place as two veteran teachers grappled with the insertion of video-mediated videoconferencing (VMC) for practicums during an initial study that focused on teacher candidates. Through their stories, the following themes were identified: teacher as risk-taker, VMC as a motivating device to…

A study was conducted to determine the effects of three university supervisory approaches on the development of classroom techniques common to a specific teaching strategy. The 20 subjects, student teachers who had been introduced in a methods course to the inductive indirect teaching strategy desirable for science teachers, underwent three…

Two studies evaluated student teachers' preferences for directive or nondirective supervision. Both studies revealed a significant preference for the directive approach, contradicting much current theoretical writing. A third followup study showed student teachers' initial preference for the directive method gave way to the nondirective approach…

Criteria for the selection of cooperating teachers are suggested in an attempt to improve the student teaching experience by equating factors in successful teaching with criteria that cover professional requirements, classroom teaching skills, and subjective factors. (JMF)

Researchers investigated the use of a one-way mechanical third ear communication device that allows prompting by the student teachers' supervisors during teaching. Results showed that some student teachers can and do effect immediate change in teaching behavior during the teaching process while receiving prompts via the device. (SM)

This paper explores the nature and possibilities of participation as a staff member in an Australian secondary school while holding an academic position with teacher-education responsibilities. This opportunity allowed long-term interests in learning and teacher education to be studied from the perspective of a participant in the life and culture…

Model-Based Instruction (MBI) plays a significant role in the undergraduate teacher education program at South Dakota State University. Integrated into the program 8 years ago, the understandings and applications of MBI have evolved into a powerful and comprehensive framework that leads to rich and varied instruction with students directly in the…

The teaching experiences of 25 student teachers of secondary social studies from Towson State University, Baltimore, Maryland, were investigated to determine if and why they were valuable experiences. Three kinds of data were compiled and evaluated during the ten-week student teaching experience. Student teachers kept records of their daily…

This paper describes and interprets an action research project that supported student teachers learning to teach physical education in a community-based, after-school games program. Ten student teachers taught 10 lessons to elementary school children, under the guidance of 3 supervisory teachers, who were graduate students, and one program…