Research results indicate that student teachers' attitudes about classroom discipline change, from abstract idealism to realistic measures, after the student teaching experience. After student teaching, prospective teachers are more willing to use harsher methods of discipline and to consider disciplinary measures to be fair. (CJ)

Colleges and universities that train teachers for early childhood education were asked how changes in state certification requirements have affected their programs and about the types of field experiences they offer. Significant program changes during the past five years are reported. (PP)

This article reports on a study of kindergarten through fifth grade students' perceptions of the student teaching experience. It is concluded that, if pupils are provided with clear and accurate information on the purposes and processes of the student teaching experience, they can become partners in preparing future teachers. (CJ)

Legal issues relating to field-based experiences in teacher education are discussed, and results of a survey of state statutes pertaining to field experience programs are given. State legislatures, institutions, and administrative agencies have not sufficiently addressed the need for providing high-quality field experiences for student teachers.…

This study reports results of a questionnaire sent to directors of student teaching field experiences. Questionnaire topics reported on include: institutional characteristics, personal characteristics, compensation, rank, promotion, tenure, research and publication, membership and participation in professional programs, institutional program…

Contextual factors that may affect the appropriateness of the placement of student teachers are described. A case study is presented of an inappropriate placement. (CJ)

A theoretical framework for the preparation of teachers through clinical laboratory experiences is presented. Four teacher roles and six purposes of clinical experiences are identified and arranged on an intersecting matrix, which can be a basis for designing clinical experience packages that integrate theory and practice. A sample package is…

One approach to preparing student teachers to deal effectively with mainstreamed handicapped children is to have special education personnel meet with student teachers. Each student teacher must acquire some supervised mainstreaming teaching experience. (JN)

The field of teacher education is in need of a problematic approach which would emphasize a more humanistic and less technological stance. Illustrations are given as to how such an approach could be applied in two different realms of teacher education: (1) mathematics education; and (2) field experiences for student teachers. (PP)

Employment success and job satisfaction were compared for beginning teachers who had successfully completed intensive multi-cultural course and field experiences and for those who had traditional course and field experiences. The findings favored the culturally prepared graduates who had greater success in finding teaching jobs and obtaining their…

Two detailed instruments for evaluating student teacher competencies were developed by academic staff in a school of education: the diagnostic lesson evaluation forms and the general evaluation forms. Competencies, standards, and implementation are discussed. (FG)

Although it has always been considered the "poor relation" of early childhood education, day care in the public schools is the most effective way of establishing a continuity between the preschool and the elementary school. The Kramer Model of "extended day school" is a cooperative venture between a college and a public school. (JN)

As a culminating experience of student teaching, a three-day debriefing seminar follows the final week of field experience. It affords opportunities for both a sharing of professional concerns and a program of human relations training for home economics teacher education candidates. (LRA)

Presented are five rules for successful student teaching experiences (practica), designed around clear communication with college supervisors, cooperating institutions, and the student teachers themselves. (KC)

Clinical settings are more important in teacher education than simply as arenas in which meaningful instruction behaviors are practiced. Training of teachers must be viewed as a process of induction into the classroom environment, in which the clients (students) work very powerfully on the trainees. (FG)