An advanced course in teaching the gifted, offered by the University of Ottawa, provides teachers with a practicum to experience co-learning strategies with gifted students and enriched learning opportunities for gifted students in a tutorial setting. (CB)

Expectations of teacher education students toward field-experience programs were investigated. A checklist was generated that contained potential expectations and was subjected to factor analysis. Implications of the study are presented. (Author/DF)

Reviews the author's professional experiences from 1946 to 1986. Includes lessons learned as a: (1) graduate student, (2) supervisor of teaching assistants, (3) mentor of future teachers, (4) researcher, and (5) textbook author. Stressing the importance of peer support, thinking about students' motives and cognitions in planning instruction,…

Examines the tremendous impact that professionals have on neophytes in student teaching and suggests three major thrusts that need to be addressed during the student-teaching phase: (1) providing a model of what it means to be a professional educator; (2) passing along some of the tools of the trade; and (3) developing intellectual processes…

This article presents a conceptual framework that relates facts about the student teaching experience to what ought to be learned. Two cases of student teaching illustrate how the relative influence of program, setting, and participant interaction shape opportunities for learning. Suggestions for teacher educators are offered. (Author/MT)

Regular kindergarten to grade 2 teachers (N=77) from the Montreal area completed a questionnaire on academic background in special education, special education teaching experience, and willingness to integrate a mentally handicapped child into the regular classroom. Only academic background in special education correlated with willingness to…

Results of a survey of 75 teachers, grades K-11, suggested that there are no grade level differences regarding willingness to mainstream mentally retarded students when the teachers have had some formal special education training. Additionally, special class teaching experience was not significantly related to attitude toward mainstreaming.…

Program goals of the Doane College (Nebraska) teacher induction program include: improving teacher performance, retaining promising beginning teachers, promoting personal and professional well-being, satisfying mandated certification and induction requirements, providing strategies for beginning teachers to acquire additional knowledge and skills,…

Reports that many industrial teachers, including recent graduates, are not prepared to implement new technology-based programs due to weak student teaching programs. Suggests ways to improve the practicum experience for greater teacher effectiveness. (CH)

A study was conducted to determine attitudes of Ohio vocational agriculture teachers toward summer programs; and to determine any differences or relationships existing between these attitudes and length of extended service; taxonomy area; years of experience teaching vocational agriculture; educational level of teachers; additional summer…

The decision making strategies employed by experienced and student physical education teachers while planning and teaching lessons were studied. Experienced teachers had many strategies for managing students and facilitating individual student performance while inexperienced teachers focused on the interest level of the entire class. (Author/MT)

Discusses the teaching technique of presenting student language teachers with lessons in a foreign language which they do not understand so that they will appreciate the position of their students. Expresses six doubts as to the validity of this technique. Also offers seven suggestions for improving teacher training. (SED)

A study investigated whether examiners' personal familiarity and professional experience with examinees affects handicapped children's test performance. Professionally experienced and inexperienced examiners were used in test conditions that varied by degree of personal familiarity of examiners and children. Results are discussed. (Author/DF)

Provides an absorbing analysis of the composing process as the author reflects on the act of writing in which he is himself engaged. (HOD)

The learning process is more than rational, said this author, and the path of experiential teaching has led him to the personal discovery that it is possible to teach more effectively psychologically than logically. (Author/RK)