This article presents a conceptual framework that relates facts about the student teaching experience to what ought to be learned. Two cases of student teaching illustrate how the relative influence of program, setting, and participant interaction shape opportunities for learning. Suggestions for teacher educators are offered. (Author/MT)

This study investigates beginning teacher induction programs; what is known about experienced teachers acting as mentors; what mentors do and how they think about their work; and what novices learn from their interactions with them. This case study describes how one support teacher, Pete Frazer, a 30-year veteran, defines and enacts his role with…