Twenty-five University of Alabama student teachers and 25 cooperating teachers were asked to identify special needs required to make the student teaching experience in special education successful. Majority responses are listed for communications between student teacher, cooperating teacher, and college supervisor, plus needed teaching and job…

Describes field oriented teacher internship program for elementary education majors and discusses results of a questionnaire answered by cooperating teachers in this program. Results of the study provide direction for planning in-service courses for social studies teachers. (KC)

Compared two groups of preservice teachers participating in a field experience based on cooperating/mentor teachers' supervisory practice. Both groups received traditional orientation to student teaching and supervision. The experimental group's teachers had received in-depth training in supervision using the Praxis III/Pathwise framework. Results…

This study examined the classroom knowledge of experienced teachers and ways in which this knowledge was articulated to preservice teachers. Results indicate that differences in knowledge structures and reflective capabilities of cooperating teachers have potentially powerful consequences for the quality of student teachers' experiences. (SM)

This article identifies four transfer-of-learning problems experienced by student teachers, describes the collaborative arrangements to overcome these problems in a small elementary education program at Catholic University of America, relates the success and failure of these arrangements, and discusses the nature of the program's continuing…

Post-baccalaureate student teachers (n=130) in an agricultural certificate program were tested on technical knowledge and evaluated by cooperating teachers. Animal science and agricultural education majors scored significantly lower on plant and soil science than did other majors. Cooperating teachers perceived differences between major and…

This qualitative interview study examined mentor and intern relationships in one state-mandated beginning teacher internship program. Interviews with mentors and interns indicated that they jointly constructed their relationships. The relationships were undergirded by mutual respect and trust. Interns needed mentors who mainly supported them as…

Examined student teachers' views about the influence of contributions from university professors, cooperating teachers, and other student teachers on their professional development. Journals of 16 student teachers show the meaningful roles of cooperating teachers and university supervisors. The quality of dialogue maintained during the practicum…

Reviews various models and interpretations of mentoring, highlighting the explication of mentor teachers' practical knowledge as a contribution to student teachers' learning to teach. Relates research on mentoring to research on teacher knowledge. Opportunities for eliciting mentor teachers' practical knowledge are noted, and preconditions for…

One of the ways cooperating physical education teachers can assess student teachers is through high-inference techniques, but they need knowledge about the strengths and weaknesses of such techniques. The paper describes the techniques of intuitive assessment, eyeballing (taking a tour through the gym), anecdotal notes, checklists, and rating…

Describes student teachers' roles and how they affect the kinds of support that student teachers provide teachers for using information technology in the classroom. A continuum of roles, from teacher to student, is presented along with various supportive activities in which student teachers engage. Data are based on an ethnographic case study of…

Investigated the value of multi-prong feedback (from the university supervisor, directing teacher, and peer coach) to preservice elementary teachers in an early field experience. Data from peer coaching data forms, dialogue journals, course evaluation, and surveys indicated that students valued feedback from all three sources, but particularly the…

Examined a partnership and a single-placement model of early field experience, using mentor and preservice teacher interviews, preservice teacher ime logs, and planning session transcripts. All respondents valued their experiences, but those in partnership placements felt better supported and engaged in greater instructional risks within the…

The purpose of this study was to characterise the development of a preservice physical education teacher's professional activity over the course of training interactions with her co-operating teacher. The student teacher's professional development was studied using a hermeneutic and inductive approach based on the analysis of data from observation…

The Academy for Educational Development (AED) sent a research team to the University of North Carolina at Greensboro (UNCG) on October 23-24, 2008, to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by UNCG and identified by…