Describes how Texas A&M University uses the Internet in preservice teacher education, explaining how to construct a basic interactive Web site, taking the concept of e-mail communication a step further to include use of the Internet to enhance student teaching supervision, and examining ways of troubleshooting common problems that may arise…

Summarizes the four-year findings for two different teams of practicum students participating in a study of peer coaching and paired placement during their early field experiences and before their final elementary student-teaching experience. Data from observations, surveys, journals, and peer-coaching forms indicated that the program positively…

Investigated the perceptions that traditional student teachers and emergency-permit teachers held regarding their experiences during their semester of student teaching. Data from student surveys indicated that most students from both groups were satisfied with, and successfully culminated, their field experiences. Both groups reported many…

Describes a project that uses videotaped segments of best-practice teaching methods with freshman practicum students, presenting the rationale, process of collecting teaching segments, and preliminary use of two tapes. Initial response suggests that using videotaped teaching segments with preservice students is a positive approach to introducing…

Describes the work of the School Development Program in the Yale Child Student Center, which redresses imbalances in student performance and social and psychological development in urban schools. The program's use of the principles of child development in collaboration with schools is described, with examples from several school districts…

Describes the experiences of a group of university colleagues working with middle schools in an Australian collaborative research project on authentic assessment, focusing on the tensions that arose from the diverse expectations of the schools, the particular project, the university, and the academics, and describing how the project supported and…

Describes an asynchronous electronic seminar and support group for student teachers. Notes that the discussions focused on teaching strategies, curriculum design, resources for reading and writing, and classroom management. Suggests that the seminar introduced future writing teachers to the benefits of peer collaboration. Offers a model to assist…

This study investigated the use of dialog journals and peer response to them in a semester-long student teaching practicum. Subjects were nine teachers of English as a Second Language, focusing on the indicators of peer help occurring in the writing and responses and on evidence that peer responses promote reflection. A number of journal excerpts…

Describes a three-year project designed around a model that extends the traditional student teaching practices by using electronic networks. The model brings together university coordinators, student teacher supervisors, school district teachers, and public school students. The discussion centers on three factors impacting the quality and…

Studies the ways in which three graduate students applied theoretical and pedagogical tools in a collaborative independent study course. Concludes that the students' use of research tools was more consistent with the teacher's understanding of profitable uses than was their appropriation of the conceptual tools advanced in the course readings. (TB)

Examined preservice teachers' self-as-teacher profiles. Participants completed a reflective process, examining themes in their own profiles, then repeated the process 1 year later. Students considered profile writing and reflection helpful, responding positively to their own writing after 1 year, reiterating the benefit of reflection, and noting…

Examined the developmental concerns of preservice elementary teachers in a paired peer placement peer coaching program who were randomly paired for their first teaching experience. Data from students' observations, feedback, and reflections on their teaching experiences indicated that students developed across a continuum of concerns from…

Describes an alternative student teacher supervision model involving clinical master teachers who assumed the roles of cooperating teacher and college supervisors, highlighting the experiences of four secondary teachers and changes they made in their supervision. Surveys, observations, and interviews indicated that participants perceived…

Describes the restructured, extended year Bachelor of Education/Diploma in Education Consecutive program within the Faculty of Education at Queen's University of Kingston, Ontario, Canada, which emphasizes field-based experiences. After examining research supporting experience-based learning, the paper describes program planning and development…

Investigated preservice teachers' beliefs about and understanding and use of reflection, interviewing preservice teachers who, together with their mentors, used a reflective framework in the context of a Professional Development School. Results indicated that the use of the framework helped develop preservice teachers who actively thought about…