Survey examined practices in colleges and universities to prepare physical education teachers. Over half recommended or required field-based coaching. Equal numbers of peer teaching experiences occurred in skill and pedagogy courses. Pre-student teaching field experiences generally occurred in urban sites. Students teachers received approximately…

Inductive analyses of the journals of eight elementary, cooperating teachers revealed several consequences of having student teachers, including interruption of instruction, teacher displacement, disruption of classroom routine, breaking teachers' isolation, and shifting teachers' time and energy. (IAH)

Describes a program of supervision built around the goal of preparing reflective teachers. Additionally, the article presents results of a case study research project that reveals both success and failure at reaching this goal. Also, the authors discuss model reflectivity from their own teacher education practice. (GLR)

Explores what constitutes an explanation for a science teaching event, noting conceptual-analysis-of-teaching and task-analysis approaches. Examples of various categories and distinctions are provided, drawing on data from pre- and postlesson discussions of an experienced teacher's seventh grade science lesson. The Science Teacher Thinking…

This 2-year study focused on preservice teachers' theoretical orientations to the reading process and examined the relationship of undergraduate coursework and the student teaching experiences to these orientations. Findings showed that half the students experienced no changes in theoretical orientation; for those who changed, coursework had…

Evaluates the student teaching process in Japan through analysis of what student teachers write about critical events and their reflections in the context of everyday teaching experience. Results from 2 questionnaires given to 88 student teachers are provided revealing the most difficult incidents encountered, the incidents which were positive,…

This study attempted to extend previous research in teacher education by examining the development of preservice elementary teachers' perspectives and practice of social studies from the beginning of the methods instruction through the clinical experience, specifically examining the roles of the methods instruction and the cooperating teacher. (SM)

The Isolated Schools' Project offers final-year preservice teachers the opportunity to experience teaching in a nonevaluated situation in a rural or remote part of Queensland (Australia). Two student teachers describe their three-week experiences in isolated one-room schools. (SV)

Compared the student-teaching experiences of novice teachers in Japan and the United States to understand similarities and differences in acculturation. Student teachers from one Japanese university and student teachers and beginning teachers from one U.S. university wrote critical incidents summaries that researchers scored and coded. Results…

Examined beginning teachers' experiences with community-service learning. Survey and interview data indicated that while teachers' experiences varied widely, most had positive experiences during teacher education and were strongly committed to it in the future. Approximately 30% were implementing service learning despite being busy and…

Compared cooperating teachers' and student teachers' perceptions of student teacher concerns. Measures of instructional, classroom-management, discipline, and attitudinal concerns obtained before and after the internship indicated that before the internship, both groups shared many instructional and disciplinary concerns. After the internship,…

Describes an early field experience program designed to help student teachers develop and enhance reflective thinking skills and value reflections and to model collaborative learning. Data from observations, interviews, and journals indicated that the program enabled student teachers to grapple more effectively with the complexities of the…

Provides an analysis of student teachers' lay theories of teaching and teaching identities, assessing their implications for student teachers' and teachers' professional development. Discusses themes that emerged from an analysis of interviews with beginning student teachers (personal identity and teaching archetypes, student teachers' metaphors…

Describes six rubrics for appraising the assessments teacher interns create and use in student teaching. The rubrics help teacher educators make judgements about student teachers' knowledge and skill in developing assessments. The six criteria are: alignment with learning outcomes, clarity/understanding of assessment, reliability, feasibility,…

Reviews literature on the nature of interactions between student teachers and mentors, examining approaches to research into mentoring (roles and responsibilities of participants, stages in student teacher development, stages in mentoring relationships, and personal perspectives, values, and assumptions). Dynamics in mentoring relationships are…