A pilot program for training cooperating teachers and bettering communication among all participants in the student teaching program is described. (JMF)

This study of the influence of critic teachers on the values of student teachers over year-long periods suggests that preservice teachers should be assigned to many different critic teachers with varying philosophical positions on education and schooling during the field experience. (MB)

The role of the cooperating teacher in facilitating the student teacher's learning is made very explicit. Is there now a case to be made for the role of the college supervisor? (Editor)

When there are no apparent differences in the quality of such features of the intern and student teaching assignments as cooperating personnel, program, teaching conditions, facilities, etc., the internship program offers the advantage of a more realistic experience as well as an added challenge for the more competent student. (MM)

Explores the cooperating teacher's role as a central feature of the student teaching experience and as it relates to the cooperating teacher's own career. The paper stresses the need for K-12 schools and schools, colleges, and departments of education to acknowledge that teacher preparation is their joint responsibility. (SM)

Critiques papers from a symposium on student teaching placement, agreeing with much of their content (e.g., student teaching is critical to preservice teacher education, and cooperating teachers are key in determining the quality of student teacher learning), and discussing limitations of the traditional structure of student teaching and the…

Critiques papers on good student teacher placement and supervision, discussing the need for interpersonal support for all participants in the student teaching experience and challenging key players to consider the implications of the basic premises about student teaching for each of the participants in the enterprise. (SM)

Investigated student teachers' beliefs about components of good practicum placements. Data from interviews and observations highlighted seven components (e.g., emotional support from, peer relationship with, and collaboration with the associate teacher; flexibility in teaching content and method; feedback from the associate teacher; and heavy but…

Surveyed cooperating teachers and analyzed collegial study groups to investigate change in their perceptions of themselves as teachers and in classroom practice, also noting whether their work as cooperating teachers impacted students' perceptions of classroom life. Overall, becoming a cooperating teacher provided experienced teachers with…

Focuses on the experience of student teaching experience for future music educators. Discusses the importance of the student teaching placement, critical in determining a successful experience. Addresses the challenges during the transition from student to teacher. Provides stories about the student teaching experiences of Susan, Samantha, and…

Discusses results from a study in the United Kingdom of secondary school student teachers and their use of ICT (information and communications technology). Considers difficulties with access to computers; lack of active support and role models among serving teachers, including teacher-mentors; and competing demands on student teachers' time.…

Examines differences between teacher educators' and classroom teachers' expectations of student teachers' skills, practices, and procedures, and their impact on student teachers. Finds that teacher educators are more concerned with socio-political issues and are less student-centered than classroom teachers, causing student teacher confusion. (FMW)

Responses from 59 (of 117) first-year teachers, 52 (of 58) supervisors, and 112 (of 157) cooperating teachers described student teaching practices in agricultural education and determined satisfaction with student teaching. Most are satisfied with the length of the student teaching experience and the university supervision of student teachers.…

An investigation of the thoughts and actions of a small number of expert teachers (N=3) and novice student teachers (N=3) is described. Differences between the two groups are analyzed from the perspectives of teaching as a complex cognitive skill and improvisational performance. Recommendations for teacher education practice are offered. (IAH)

The principal's role in the placement and supervision of student teachers is discussed. Staff development benefits of careful student teacher placement are also considered. (IAH)