This article reports on the results of a research project in which 18 teacher educators in three countries-Australia, The Netherlands, and United Kingdom-were interviewed about their experiences of working in the so-called "third space" between schools and universities, particularly in relation to the practicum, or field supervision.…

The implementation of teaching performance assessments has prompted a range of concerns. Some educators question whether these assessments provide information beyond what university supervisors gain through their formative evaluations and classroom observations of candidates. This research examines the relationship between supervisors' predictions…

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we…

Resources dealing with preservice teacher education are presented in an annotated bibliography of ten citations from the ERIC database. (LH)

Teacher growth is an on-going, developmental process that continues through the teacher's career. Four phases to full professional development are explored in this article. Aspects of each phase are described, and competencies that should serve as a foundation for a developmental model are discussed. (DF)

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)

Student and cooperating teachers must protect themselves from legal problems by introducing legislation where none exists, particularly on the state level. (LH)

A study examined the teacher preparation programs in England and attempted to evaluate the effectiveness of existing supervision arrangements as perceived by student teachers, cooperating teachers, and college supervisors. Results identify the need for schools and teacher training institutions to work as partners in supervision. (JN)

The teacher education profession needs to establish a firm basis for effective supervision. The employment of a cognitive developmental framework for theory and research on aspects of supervision may help explain the impact of this process on teachers. (CMJ)

Two studies evaluated student teachers' preferences for directive or nondirective supervision. Both studies revealed a significant preference for the directive approach, contradicting much current theoretical writing. A third followup study showed student teachers' initial preference for the directive method gave way to the nondirective approach…

Describes one teacher's experiences in supervision as a school principal and a student teacher supervisor, examining why supervision has such a low priority despite its importance in teacher education. The paper questions how education will change if potentially symbiotic institutions do not intentionally construct mechanisms to improve good…

A metatheory for teacher development was used as part of a college course on teacher evaluation for supervisors. The metatheory provides a way of examining both independent and interactive effects of teacher characteristics, environmental variables (such as supervisory strategies), and task variables to link teacher development with the complexity…

Literature on student teaching, cooperating teachers, and college supervisors is reviewed. Changes in the role of the college supervisor are proposed, which would make supervisors less directly involved in overseeing student teachers and more engaged in interpreting research and providing inservice training for cooperating teachers. (PP)

The teacher education program at Doane College (Nebraska) was substantially overhauled to provide additional support for beginning teachers. Program changes include raising admission and graduate requirements, offering graduate courses and supervision for new teachers, and cooperative activities with the University of Nebraska in Lincoln. (PP)

Three role groups--student teaching teams, university supervisors, and cooperating teachers--are involved in a clinical supervision system conducted by the University of Oklahoma and elementary schools. Student teacher teams learn observational feedback skills, and, as they become more competent, use them for self-supervision. (PP)