A list of critical requirements for cooperating teachers was developed based on incidents observed and reported by elementary school student teachers. Concrete behaviors underlying critical requirements for cooperating teacher are identified. (DF)

The first national survey to see how the clinical professorship had been implemented indicated that there was little agreement on the role of the clinical professor. (MM)

There is presently a great diversity of objectives within the concept of inservice teacher education; definite standards and guidelines are needed to give a better perspective on the basic goals of this kind of continuing education. (JD)

This study examined the responses of elementary and secondary level student teachers and cooperating teachers to questions about characteristics of effective cooperative teachers. Data were collected over 2 years and analyzed separately for the elementary and secondary education levels. Overall, both groups of student teachers unanimously agreed…

Discussion based upon a model post-secondary two year college program for teacher aides developed under a grant from the U.S. Office of Education. (Editor)

Describes program in Washington, D. C. (RT)

Situational teaching means systematic and deliberate instruction in the context of the school setting. Three theoretical models for supervision are contrasted with the STEP (School-based Teacher Education Program) model. (JN)

Six problem areas were identified by 197 cooperating (classroom) teachers in dealing with student teachers: (1) students' orientation to teaching; (2) understanding the role of the university; (3) lack of student and university interest in school norms; (4) students' attitudes and skills; (5) low student enthusiasm; and (6) students' lack of…

Results of a statewide study on student teaching programs in Indiana indicated that school supervisors needed help in improving the quality of on-site supervision. One improvement strategy was the use of school supervisor evaluation as an inservice tool. (JN)

Among the numerous problems faced by substitute teachers are: (1) lack of adequate lesson plans left by the regular teacher; (2) lack of adequate preparation for substitute teaching by schools of education; and (3) low expectations as to what a substitute teacher will be able to teach. Solutions to these problems are discussed. (JN)

Drawing on her experiences as a student teacher, a cooperating teacher, and a university coordinator, the author explains how a cooperating teacher can help student teachers by teaching them about lesson planning and classroom management and by aiding them in clarifying their own values. (SJL)

Results of a survey of supervising teachers regarding their perceptions of problems encountered in supervision are presented. The most common problems between cooperating teachers and student teachers were found to be personal rather than methodological and were related specifically to communication. (JMF)