Three reasons for using cooperating teachers in teaching practice are described: professionalization of teaching; involvement of teachers in participating schools to alleviate staff load in teaching institutions; and teaching practice as a period of training for students and less of an exercise in awarding grades. (MLW)

Examines some suggestions for the supervision of student teachers especially on the secondary school level. (Author/RK)

Results from a study of elementary student teachers (N=79) indicate that these student teachers only variably employed instructional strategies emphasized in university methods courses. Possible explanations for this behavior are considered, and implications for preservice teacher education are discussed. (IAH)

Results of a study of 18 cooperating teachers (CTs) supervising physical education student teachers (STs) from five colleges/universities in the Northwest indicated that: CTs provided minimal feedback; held few supervising conferences; and spent little time observing teaching. Through logs and weekly wrap-up reports, STs indicated desire for…

This article describes a collaborative project between Lynchburg College and five surrounding school districts. This program involves selecting and training outstanding teachers as clinical faculty to supervise student teachers and provide support and guidance to other cooperating teachers. The selected teachers receive stipends, college faculty…

Eighty student teachers described a "good" teaching day, reflecting beliefs about teaching as conflict control, goal accomplishment, or fostering student growth and learning. The data were used to identify teachers who should be trained to serve as cooperating/supervising teachers. (SK)

Discusses the relationship between student teachers and their cooperating teachers as student teachers balance notions of teaching based on their preparation in the university with the reality they encounter in the classroom. Offers a short article by a university supervisor called "Seduction and Resistance in the Classroom," with a response by a…

Investigated the supervisory beliefs of elementary and secondary cooperating teachers, noting differences in those who had and had not taken a course in supervision and differences between the beliefs of supervisors and cooperating teachers. Surveys indicated that teachers held a continuum of beliefs regarding supervisory styles. The indirect…

Investigated the advantages and disadvantages of placing student teachers in a collaborative situation at one elementary school. Data from student teacher journals and surveys, cooperating teacher interviews, and supervisor field notes indicated that, despite a few disadvantages, there were many benefits to introducing collaboration during the…

Identifies constraints and opportunities provided by a British model of mentoring that involves inducting student teachers into a nationally prescribed but locally created community of practice. Considers how increased attention to student teachers' intentional and metacognitive learning may benefit mentors and schools and provide a counterweight…

Describes eight general functions and roles of teacher educators, including facilitator of learning, encourager of reflection, curriculum developer, teacher selector, researcher, stimulator of professional development, team member, and collaborator. Also analyzes the functions and roles of cooperating teachers, which include orientation, personal…

Discusses mentoring within British initial teacher education, exploring factors that motivate mentors, describing mentor self-actualization, and noting the importance of relationships developed during mentoring. Examples of mentoring where mentors and mentees are matched according to personality and professional goals are presented. Suggests that…

Cooperating teachers enrolled in a graduate course on the supervision of student teachers wrote case studies about their working with student teachers, describing thoughts, feelings, dilemmas, and strategies. The cases were used to study cooperating teacher development. Results identified six phases of cooperating teacher development as…

In this interview, Dr. Marilyn Friend discusses why collaboration is important in schools, what it takes to make collaboration work effectively in schools, what teachers need to learn about working with others, the biggest challenges that collaborators face, how school leaders can facilitate collaboration, and resources on teacher collaboration.…

Investigates the development of teacher-intern's oral questioning skills during their 16 week practicum. Finds that although the interns' initial skill-level of oral questioning was relatively high, they developed their expertise in six basic oral questioning skills throughout the practicum. Describes the benefits of using a supervisory approach…