Research activities pertinent to preservice teacher training program design are reviewed. The focus is on studies in which the dependent variables were the developing teaching styles of teacher candidates, or where there were measures of skill development as a product of program components. (IAH)

Describes the "Professional Practice Community Project," a new approach to improving science teacher education based on collaboration between middle and high school teachers, and university teacher education programs. Prospective teachers are educated within the context of teaching practice. (LZ)

Describes methods and strategies for building the relationships between beginning English teachers and those who serve as their mentors. Offers practical advice for cooperating and student teachers. (HB)

Describes the development of the Model Education Center at a California elementary school. The college-school partnership (with San Diego State University) emphasizes field-based teacher education. The program fully integrates coursework and practice teaching in a culturally diverse school with committed staff. Evaluations indicate the program is…

Study examined how 227 White cooperating teachers and student teachers perceived goals of multicultural education. All participants focused on the individual, agreeing that tolerance and the ability to get along with others are the most important goals. Implications of teachers' apparent lack of awareness of group processes are discussed. (SM)

An alternative to traditional student teaching uses the philosophy proposed by the Holmes Group. Professional development teams, under the leadership of teacher educators from the University of Kentucky, provided supervision for prospective teachers in a master's program and jointly participated in professional development activities. (MDH)

Twelve cooperating teachers documented the time they spent with preservice teachers during 11 weeks of student teaching in special education classrooms. Cooperating teachers spent the largest amount of time observing and providing feedback to the student teachers. Cooperating teachers rated planning as most important. (Author/DB)

Analyzes the relationships between student teachers and their cooperating teachers. Describes in detail the semester-long field experience of one student/cooperating teacher pair. (HB)

Surveys of preK-12 cooperating teachers examined demographics, perceptions of field experiences, and perceptions of cooperating teachers' contributions, frustrations, and satisfaction with the job. Results indicated that participants believed they contributed to the development of prospective teachers and derived satisfaction from the task,…

Offers (from the perspective of a first-year teacher) five guidelines to student teachers to help make their student teaching semester more useful and enjoyable. Includes a response from a veteran English teacher. (SR)

Describes 20 suggestions for cooperating teachers working with student teachers including (1) stop problems before they start; (2) provide specific feedback; (3) meet frequently; (4) allow the student to make mistakes; (5) support, encourage, and reward progress; (6) accept differences in the student teacher's approach; and (7) evaluate yourself,…

The effects of electronic communication (e-mail and listserv) among triads of student teachers, college supervisors, and cooperating teachers were determined by equipping 21 volunteers with portable computers and modems and collecting data on self-assessments, printouts of project-related e-mail, printouts of listserv responses, and within- and…

Wraparound team members (n=20) identified as teaming experts rated 109 items that support team effectiveness across six categories: team goals, member roles and membership, communication, cohesion, logistics, and outcomes. Items in the team outcomes, goals, and cohesion categories were ranked most critical to team effectiveness. (Contains…

Describes the evolution of progressive indicators emphasizing the developmental nature of successful student teaching. Coding of dialogue with experienced cooperating teachers about student teacher successes and failures resulted in 64 indicators. These were matched with recent Texas teacher proficiencies. Locally-generated indicators fell into…

Describes a program at the University of Western Sydney, Macarthur and the New South Wales Department of School Education to involve early childhood classroom teachers in the delivery of teacher education courses. Follows the teachers through their year and reflects on the value of their involvement. (EV)