The article describes a model of special education teacher preparation used at Purdue University (Indiana). Guided practicum experiences and student teacher implementation of critical teacher effectiveness variables are critical components of the model. (Author/DB)

This article describes the concepts used by one teacher preparation program to delineate reflective skills and examines the degree of implementation of a reflective oriented student teaching program. Participants in the study included student teachers (n=110), cooperating teachers (n=94), and university supervisors (n=7). (IAH)

Summarizes findings of a large-scale, multisite, multimethod descriptive study of student teaching. Sample included 93 student teachers, 88 cooperative teachers, 17 professors. Examines a large number of variables such as site characteristics and participants' personality constructs. Discussion of findings is based on the interaction of variables.…

This article discusses prevailing myths about field experiences in teacher education, relates research conclusions on the topic, and makes five recommendations for improving field experience components in teacher education programs. (IAH)

Findings are reported from a study which investigated teacher preferences for incentives used to encourage and reward cooperating teachers as well as their preferences for training to enhance the quality of their supervision. The most popular incentive alternatives among teachers (N=97) were professional development and monetary rewards. (IAH)

Weaknesses in the practice teaching component of teacher education programs in the Netherlands are cited and research efforts to generate solutions examined. Justification is provided for including reflection (where students deal with their own learning processes) in reform efforts. A new teacher education program focusing on reflection is…

Reports on research studying student teachers that finds five major categories of characteristics (motivation, priorities, effort, self-concept, and personal effectiveness) that may help predict the success of teacher education students. (SR)

Describes a unique project in which a teacher educator led a seminar and worked individually with seven student teachers (who were placed in urban secondary schools but who lacked any formal urban teacher training) to help them survive their urban experiences and begin the process of becoming effective urban secondary school teachers. (SR)

Discusses problems that arise when there is a conflict between a student teacher and the supervising teacher and when a student teacher does not perform satisfactorily. Focuses on how supervisors deal with failed assignments and how beginning teachers improve their teaching and learn from failed assignments. (Contains 21 references.) (JOW)

Examines the rules of practice, practical principles, and images of teaching students that teachers constructed under the supervision of inservice teachers. Reports on the student teachers' seminar assessment as an opportunity for constructing practical knowledge about teaching. (Contains 16 references.) (YDS)

Examines the influence of personal histories on the formation of early role identity as inquiry-oriented science teachers. Involves n=12 secondary science student teachers to illustrate the development of inquiry orientation. Discusses the role of learners' personal histories on their teaching identity development and implications for preparing…

Reports interim results of five separate studies of preservice teacher-research issues. Discusses eight cross-cutting themes that deserve further examination, including: expectations of teacher educators are crucial; teacher research and student teaching are integrated; those who instruct in teacher research should model it in their practice; and…

Just because teacher educators have more letters after their names is no reason they shouldn't find ways to continue interacting with children. In this article the author shares his thoughts on the matter and offers suggestions for how faculty members can maintain firsthand experience in the schools.

This study examined the use of portfolio assessment to determine the extent to which student teachers are able to demonstrate INTASC principles in their teaching. More specifically, it looked at the role of perception and assumption by identifying inconsistency between university faculty and student teacher expectations and use of the portfolio.…

Classroom management issues consistently surface as a prevailing concern for novice teachers. Yet when classroom management is incorporated into university teacher education undergraduate courses, it is often perceived as too theoretical or disconnected from the "real world" of classrooms. Embedding attention to classroom management issues in…