Examines the supervisory beliefs preferred by student teachers at the elementary and secondary levels. Finds that student teachers preferred the collaborative supervisory style, and suggests that collaboration resulted in improved communication and enhanced teaching and learning. (SR)

In a two-year program, general educators and gifted education specialists at 10 elementary schools collaborated to provide differentiated educational experiences to gifted learners. Results indicate the Catalyst Program was an effective delivery system for providing differentiated education to gifted learners and had positive spill-over effects…

Reviews literature pertaining to the preparation of music student-teaching experiences. Identifies issues that will enhance the student-teaching experience, such as developing student competencies and addressing the emotional needs of student teachers. Discusses the role and expectations for the cooperating teacher because of the influence they…

This study examined mentoring practice, mentor characteristics, and factors influencing development of mentor-protege relationships in preservice teacher education programs. Questionnaire responses indicated three important mentor characteristics: nurturer, expert colleague, and role model. Mentors and proteges felt that long-term placement had…

This study explored how interaction between student teachers and supervisors create professional development opportunities during practicum. Often, student teachers are considered as the "apprentices" and their supervising teachers are the "masters." Is it really true? Do prospective teachers learn everything from their supervising teachers? Or is…

The activity of working with a preservice teacher during an internship is a complex and intensive one representing a huge investment on the part of mentor teachers. Given this, it is not surprising that the effects on mentor teachers when their preservice teachers struggle or fail would be complex. We began to question how preservice teacher…

Field experience (junior practicum and student teaching) is considered by many to be the most influential part of a teacher preparation program (Cruickshank & Aramalin, 1986; Tannehill & Zakrajsek, 1988). During field experiences, preservice teachers (hereafter referred to as PSTs) are guided by a cooperating teacher (hereafter referred to as a…

The nature and assessment of education is changing significantly, and the assessment trajectory is away from sole reliance on the traditional perspective of student grades. Technology faculty must respond to the changing requirements of student assessment and ensure that graduates of the program meet both the expectations and standards of the…

Professional Development Schools provide many different opportunities for the supervision of pre-service teacher. One of these options is the Shared Supervision of student teachers in which the university faculty member and the supervising classroom teacher now work together to complete observations, provide feedback, and complete summative…

This case study examined the thinking and practices of one university supervisor with a small group of interns to examine the boundaries and possibilities of learner-centered supervision. This case study enriches and extends the idea of learner-centered supervision by demonstrating what is possible when caring communities of interns are carefully…

Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education program in a midwestern university implemented the use of peer feedback practices…

Studied the effect of a six-hour training program on high school cooperating science teachers. The student teachers in this experiment rated their cooperating teachers as making more comments more often about the student teacher's planning and questioning techniques if the cooperating teacher had the training program. (MLH)

A study was conducted to provide descriptive data about the nature of pre-student teaching field experiences occurring in undergraduate elementary teacher education programs in Ohio. The study also examined the context in which early field experiences were provided, and determined relationships among selected institutional variables and types of…

A description is given of a 3-year project to improve the student teaching component of the teacher education program at the University of Arizona. The project focused on the improvement of selection and training of cooperating teachers and the development of a qualified corps of clinical faculty. Close collaboration between the college and the…

This paper recounts the development of a cooperative teacher evaluation system by the Anchorage (Alaska) School District and presents the data that led Anchorage educators to conclude that cooperative evaluation is superior to either traditional supervisor-directed evaluation or minimal unstructured evaluation. In 1984, the district formed a task…