This phenomenological case study investigated teacher candidates' experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching…

In this study, eleven K-8 mathematics urban interns' perceptions of their mentoring support systems and factors that influenced their ability to teach mathematics were examined. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to…

This study included four preservice interns at a Midwestern university in the United States who were learning to facilitate interactive discussions in English language arts. The authors investigated how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case…

This article examines three models of field experience for teacher education: the apprentice model, the anthropologist model, and the intern model. (JA)

This article presents a model for student teaching centers which grew out of Memphis State University's student internship program. (HMD)

The Micronesian/Ponape Teacher Corps Project brings together the services of several organizations and agencies to (a) upgrade basic and professional skills of Micronesian interns; (b) implement a University Without Walls baccalaureate program; (c) demonstrate a model for teacher training; (d) utilize and support the teacher education programs at…

A survey was conducted at teacher education institutions in Colorado and Wyoming to determine the degree of role conflict and to distinguish between the perceived and the functioning roles of the generalist and the specialist in the supervision of student teachers. (SK)

Results of a study relating student teacher success to the effectiveness of the cooperating teacher, to grade level placement, to race of the student teacher, and to previous teaching experience are presented. Perceptions of outstanding student teachers as to what classroom management practices were effective for them are also examined. (JMF)