Past studies have addressed the role of the university, student interns and, the faculty advisor; here, we attempt to fill in a missing piece of the experiential-learning process by examining the role and importance of the often overlooked internship supervisor. A survey was developed and distributed to 343 recent internship supervisors. Their…

This article reports results of research on whether there are clinical and statistically significant differences in the effectiveness of three pathways to teacher preparation on a single campus, Yosemite State, a member of the California State University (CSU) System as rated by graduates and employment supervisors. The independent variable is the…

Previous research has revealed that industry professionals and educators in the field of Hospitality and Tourism Management (HTM) agree that classroom theory and experience in the field are essential components of undergraduate HTM education. Yet there is some disagreement on internship hour requirements, and limited data on actual outcomes. This…

In this article, the early professional development of mature, early career teachers who entered the profession via an employment-based route to teaching in England is presented and explored from the teachers' own perspectives. From a larger sample in a longitudinal study, the development of four career changers is traced in detail, using a model…

The purpose of this study was to empirically investigate the effect of mentor teachers' leadership practices on student interns' efficacious beliefs in Professional Development Schools (PDSs) during the internship practicum. The study employed the Leadership Practices Inventory (Kouzes & Posner, 2003) to measure the transformational leadership…

A report is given of findings from a study of beginning teachers' development of "knowledge-in-action," Schon's (1983) term for knowledge that is apparent in a professional's day-to-day actions. Participants were observed and interviewed frequently during their practice teaching placements. Transcripts of lessons and interviews were prepared for…

Describes one teacher's experience in an internship as a technical writer and editor and how it sharpened her awareness of what she must teach to emulate the workplace in the classroom and truly prepare technical writing students for communication in business and industry. (HTH)

This study describes and contrasts the activities and attitudes of 33 prospective secondary teachers in a graduate level, master's degree initial teacher certification program incorporating a year-long, three-phased internship in the public schools. The three phases of the internship were: teacher assistant, teacher associate, and…

The Kansas Internship Assistance/Assessment Model, an effort to bring together assessment and assistance to maximize the professional growth of beginning teachers, is described. The program has two purposes as specified in the Kansas Internship Plan (1987): (1) to assist the first-year teacher (intern) in acquiring or improving teaching knowledge…

Describes the development and features of an innovative field experience program, in the form of an internship, for early childhood student teachers, as part of a four-year Bachelor of Education Degree at Australia's University of Newcastle. Discusses participants' perceptions of the internship as a professionalizing experience. (HTH)

The authors draw on data from weekly e-mail responses to a questionnaire completed by beginning teachers placed in one-year, paid, internships. Interns were assigned mentors who responded every several weeks, also via e-mail, to a questionnaire about the interns and their development. Data from 23 interns were analyzed. Seven themes were…

This article describes a number of internal organizational initiatives within an urban teacher education program designed to foster inclusive, responsive practices by newly licensed general and special education teacher candidates. After implementing a merged preparation program for both special and general educators, we captured faculty and…

Reflects on the roles and responsibilities of four key educators involved in a Professional Development School (PDS): a university faculty member, a middle school principal, a middle school teacher who is also an adjunct professor, and another middle school teacher. The paper reflects on the Holmes Group concept at work. (SM)

This publication reports on a seminar held over five days which brought together teachers and administrators from the Albany (New York) area schools and colleges and universities to discuss teacher preparation and professional development. Opening sections introduce the seminar, list participants, and detail the six procedural steps that the…

The purpose of this paper is twofold. First, it describes "Teachers for Chicago" (TFC), an alternative entry program into the teaching profession aimed specifically at developing teachers for urban schools. Second, it examines how novice teachers in the program were influenced by university coursework, mentor teachers, and the…