Microteaching experience was sufficient to train graduate education students to a significant level of competency. However, once they moved into a regular student teaching setting, their exhibition of the original target skills was dependent upon intervention by their cooperating teachers. (Author/MV)

The problems faced by secondary education student teachers during their field experience may be categorized in the following groups: (1) personal; (2) institutional; (3) task planning; (4) task execution; and (5) task evaluation. (MJB)

A model for special education teaching intern supervision, the Supervision Throughput Model, developed at the University of Florida is described in terms of two key facets: (1) effective interpersonal communication skills and (2) procedures for conducting conferences. Model implementation procedures are also described. (Author/DB)

Observations and research indicate that most student teaching programs are not necessarily doing what they were designed to do. A study at Emporia State University found goals and preferred outcomes to be unclear to university supervisors and cooperating teachers. Five suggestions are made to improve field experience programs. (MT)

Educational and practical experience are both essential to teacher education, and prospective teachers require a carefully planned curriculum integrating realistic practice in all the activities of teaching with theory and research in pedagogy. (Author/MSE)

Research is often seen only as a method of encouraging preservice teachers to engage in certain behaviors. This article proposes that research can be used to increase teacher options, provide understanding of the school as a workplace, provide a technical area of teaching, promote questioning and reflection, and provide consumer protection. (DF)

Field experience programs for education majors serve to shape and test their attitudes towards students and teaching, assist in role acquisition, and provide practice. The overall effects of the teaching experiences and effectiveness in promoting self-concept and constructive attitudes are discussed. Results are discussed. (DF)

Teacher growth is an on-going, developmental process that continues through the teacher's career. Four phases to full professional development are explored in this article. Aspects of each phase are described, and competencies that should serve as a foundation for a developmental model are discussed. (DF)

A nationwide survey of grading practices at state colleges of education and a survey of teacher hiring practices by fifty school systems in the greater Cleveland, Ohio, area were conducted. (SK)

Discusses the training of ESL teachers, specifically what the trainee can learn through experience as a student teacher. (RM)

The Teacher Education Department at the University of Indianapolis has completed a two-year pilot program to enable student teachers to digitize their capstone portfolio for the student teaching experience. The Exit from Program Portfolio for Initial Preparation Programs, the third and final benchmark for completion of the licensure program, is…

The purpose of this paper is to depict a model of the ethical drivers of the implementation of instructional technology. The model is meant to be a starting point for institutions as they initiate, update or implement instructional technology. A major assumption underlying the paper is that a consideration of ethics is lacking in the planning…

This publication is one of a series reporting on the nationwide study, "Qualification and Preparation of Teachers of Exceptional Children," which has been one of the major continuing projects of the Office of Education. This publication reports that part of the information from the broad study which has bearing on the qualification and preparation…

Analyzes science teaching on the basis of results of an assessment instrument which was administered to 283 preservice elementary teachers immediately following their teaching experience. Indicates that the brightest hope for the future is greatly dependent upon implementation of teacher education in colleges or universities. (CC)

Studied relationships among questioning lapse time'' and the cognitive levels of teachers' questions and youngsters' responses, using Bloom's taxonomy and tape recordings in student teaching. Concluded that teachers' questions above the memory level could serve as a mechanism for promoting youngsters' learning at higher cognitive levels. (CC)