Cooperating teachers were observed to find out what motivated them to serve as essentially uncompensated volunteers. This study found that, aside from financial rewards, incentives included status recognition and input and control in the teacher education process. Results are presented. (DF)

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

The article describes a specific approach to guiding student special education teachers through their student teaching experiences. A student teacher activity sequence is presented, covering such areas as observation; guided participation; assessment; curricular skills; independent participation; evaluation; and interactions with parents, aides,…

This book, addressed to college instructors of education and to cooperating teachers supervising student teachers, presents information describing methods and strategies for providing effective student teaching experiences. The chapters address: (1) decision making regarding the choice and responsibility of having a student teacher; (2) clinical…

The chapters in this book reflect the work of science and mathematics educators who have worked for many years at the international level. As members of the International Consortium for Research in Science and Mathematics Education, their work provides readers with issues, models, practices, and research results that have applicability and…

Teachers and administrators can help simplify the adjustment of student teachers to the classroom by being aware of student teacher concerns and problem areas. Asked to voice concerns and suggestions for future students, two groups of students at a Texas university and an Oklahoma university cited discipline, stress and fatigue, and relations with…

Student teachers are seen to progress through three stages of concern, and many do not reach the third stage during student teaching. Implications for supervising teachers are presented. A principal responsibility for student teacher development lies with supervising instructors. (MP)

This article contains a supervisory development plan, which discusses the skill development and interrelationships of supervisors, cooperating teachers, and student teachers during the student teaching experience. Effective supervisory skills are necessary if the student teacher is to improve his professional work. (CJ)

An alternative to traditional student teaching uses the philosophy proposed by the Holmes Group. Professional development teams, under the leadership of teacher educators from the University of Kentucky, provided supervision for prospective teachers in a master's program and jointly participated in professional development activities. (MDH)

Two questions regarding supervision of student teachers are addressed here: who should supervise, and how can it be done most skillfully? Cooperating teachers might best be trained to supervise. Supervision techniques might include analyzing classroom events and the student teachers' anxieties and needs. A supervision model is developed. (CHK)

Cooperating teachers can assist student teachers in self-evaluation to prepare them for independent teaching. The following questions should be asked: (1) What helped students learn and enjoy it? (2) What did I do differently than planned? (3) How could I improve the lesson? (CHK)

One of the ways cooperating physical education teachers can assess student teachers is through high-inference techniques, but they need knowledge about the strengths and weaknesses of such techniques. The paper describes the techniques of intuitive assessment, eyeballing (taking a tour through the gym), anecdotal notes, checklists, and rating…

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)

The article examines five issues that student teachers should discuss with their master teachers and five issues that master teachers should discuss with their student teachers at the beginning of the experience. The issues focus on expectations, attitudes, classroom management, mistakes, help, positive reinforcement, collegiality, and…

This handbook is designed to explain the student teaching programs at Illinois State University by identifying and defining the roles and responsibilities of those involved in the programs. Objectives for the student teaching programs are stated, and suggestions for evaluation are made. Chapter I discusses the purposes and objectives of student…