One of five articles in the section on the "Promise and Purpose of Professional Development Schools," this article examines challenges that arise when preservice teacher education occurs mainly within professional development schools (PDS). Suggests that for PDS to promote reform, partners must set aside preconceived notions and share in decision…

One of five articles in the second section, "Deepening Relationships through PDS Brings Change in Practice," this article describes the Five-Year Teacher Preparation Program at Temple University (Pennsylvania). This program integrates pedagogy and instruction with coursework in arts and sciences. It involves dialog between the College of…

Presents a case study involving two teaching certification students. Examines how a social studies methods course and a one-year elementary school postbaccalaureate teacher education program influenced students' educational beliefs and practices. Finds influences are partial, differential, and interactive with students' backgrounds and…

The attached schools of national universities in Japan are comparable to U.S. laboratory schools. This article discusses the history of attached schools, their present condition, and restructuring the role of these schools to make them clinical schools, compatible with overall reform of clinical education for beginning teachers. (IAH)

This study examined relationships between hardiness and school climate in contributing to student teacher alienation. Survey results from 106 student teachers indicated that hardiness significantly affected alienation. Alienation levels of high-hardy students decreased in more supportive school climates. Low-hardy students increased in alienation…

Reports a study that investigated the effects of professional coursework and clinical experience on the development of preservice teachers' knowledge. Surveys supported the contribution of professional coursework to the development of pedagogical knowledge but showed limited support for the contribution of student teaching. (SM)

Describes the University of Saskatchewan's thoughts on adopting Contextual Supervision (CS) to encourage professional growth in preservice teachers within an extended practicum program. CS emphasizes that supervisory decisions must be based upon universally accepted human values. The article examines studies conducted as part of a two-phase…

This study examined how 47 student teachers described instructional successes and failures. Interviews identified seven elements of success or failure (student characteristics, implementation, planning, lesson uniqueness, management, student teacher characteristics, and lesson content). Their perceptions of teacher and student role in success or…

In an action research project involving teacher education faculty and practicum associate teachers (cooperating teachers), associate teachers identified supervisory methods used in their associate role: (1) conferencing with the student teacher; (2) demonstrating teaching methods; (3) observing and coaching the student teacher; and (4) counseling…

Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

Describes a program involving two universities and a local urban school district in a year-long experience (practicum and student teaching). The program provided additional support to students through coursework, seminars, electronic discussions, and interactive small and whole-group meetings. Results suggest that students needed regular, frequent…

Examined general and special-education student teachers' and cooperating teachers' perceptions of the importance, and use of, various instructional strategies needed in diverse and inclusive classrooms. Surveys ranked 45 instructional strategies on actual use and from most to least important. Results indicated an overall agreement among groups…

Recounts insights gained from shadowing a student-teacher supervisor at Kenyatta University, Kenya, noting difficulties faced when coping with deficient facilities, insufficient funding and personnel, cultural opposition to education, and classroom management. Provides information on the Kenyan University System and teacher preparation, campus…

Examines the need for better preparation of teachers to live and work in rural Australia. Uses responses from a rural Queensland community meeting to discuss preparation needs related to multiage classrooms, cultural differences, and school-community involvement. Describes a new internship/mentor program at Queensland University of Technology that…

This study examines how social studies preservice teachers use pedagogical and technological applications and skills employed during their teacher education program, specifically the methods block. Data were collected from the methods course experience through student teaching and then through case study research with first-year teachers. Results…