The roles of the supervisor and cooperating teacher are defined and discussed in terms of the cooperating teacher's direct, daily supervision of the student teacher and the university supervisor's task of preparing the cooperating teacher for this role. (JMF)

Student teachers in a teacher center program and in a standard program constructed useful learning materials; a significantly greater number of the former group voluntarily supplied their cooperating teachers with copies of these materials. There was greater benefit to supervising teachers who received learning materials from the teacher center…

This article reports on a study conducted among supervisors, superintendents, and teachers to determine what congruence existed relative to expectations for supervisory personnel. Each of these groups indicated how much time they thought supervisors should spend in each of 10 roles. Results are included. (KC)

A teacher training technique is discussed involving a demonstration class given by a local teacher and observed by prospective teachers. After the class a discussion is held analyzing lesson content and teaching techniques. (CHK)

Three student teachers and four cooperating teachers described experiences of power and authority in the practicum situation. Students were acutely aware of teachers' power but teachers tended to describe relationships as collegial or pedagogical. Conceiving of the practicum relationship as deliberate or anthropogogical could help increase…

Compared two models of student teaching (traditional versus peer teaching in which two student teachers worked with one cooperating teacher). Case study data indicated that while peer teaching involved some trade-offs, it had a positive impact on children and offered such advantages to student teachers as increased support, ongoing conversation…

Results of this study indicated that university supervisors encouraged their students to participate in post-observation conferences more than cooperating teachers did. Their feedback was evaluative, prompting students to think critically about their teaching. Cooperating teacher feedback focused on events and telling the student teacher how to…

Teacher education at University of Virginia incorporates computer-based simulations to assist preservice teachers to develop decision making skills. A Clinical Instructor Program identifies, selects and trains inservice teachers to work with preservice teachers in field settings in ways that are likely to encourage reasonable decision making. (IAH)

The study identified competencies needed by home economics cooperating teachers and perceived skill levels of cooperating teachers. A model for developing and providing ongoing inservice education was designed. Findings indicated that helping student teachers use teaching models and critical thinking are major needs of cooperating teachers.…

Experienced and new cooperating teachers recorded meetings with their student teachers for two weeks. Protocols were analyzed for the nature of advice statements (teacher versus consultant advice). Although experienced cooperating teachers tended to provide more advice, percentages in the various categories were similar for both new and…

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class…

Explores disconnect between learner-centered teaching practices taught in Texas university teacher education courses and the teaching methods used by the teachers responsible for mentoring student teachers. Offers short- and long-term solutions for bridging the gap between theory and practice. (Contains 12 references.) (PKP)

Coteaching as a form of situated learning supports early induction into science teaching. A coteaching model for secondary science methods students and what has been learned from this model is described. Secondary science methods students in pairs were placed with a science teacher to begin teaching as peripheral participants. A cooperative…

Student teaching is a key event in the lives of future educators; it can make or break their success in their own classrooms. The selection of qualified cooperating teachers with whom these students will work is accordingly imperative. Student teaching should provide students the opportunity to grow as educators--to learn from those who are more…

Student teachers and teacher educators view the practicum experience as the most significant aspect of learning to teach. Student teachers regard the relationship with their cooperating teachers as the most important part of the fieldwork experience. However, what student teachers learn about teaching practice from their cooperating teachers…