In response to the study and recommendations presented in the article "I Didn't See it as a Cultural Thing," written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors' approaches and assertions that seem…

Describes the student teaching experience from the university supervisor's view, including orientation, observations, assessment instruments used, and the final transformation of student into professional teacher. (JOW)

Proposes a modification of the structure of current student teaching programs that would replace the superordinate-subordinate positioning of university supervisor, cooperating teacher, and student teacher with a formal colleagial team. (FL)

Characterizes student teachers and the teachers who must supervise those students. (SRT)

This article reviews research concerning the influence of the cooperating teacher and the student teacher supervisor on the student teacher, suggests needed research in the area, and examines possible implications for student teaching programs. (CJ)

Proposes a model for teacher education in which the student teacher learns by reflecting on carefully designed school experiences. Roles for teacher mentors and university instructors are shown as complementary and ancillary to the basic processes by which the student learns craft skills that are articulated, informed, and open to change.…

The concept of effective teacher training through the use of college supervisors is no longer a viable method of instruction. (LH)

An experienced student teacher supervisor offers some beneficial information for those in and entering the field of education, including the advice to let student teachers do as much as they are able to do and as much as the cooperating teacher is willing to give up. (KC)

Reflective tutorials used in supervising nursing student teachers raised several questions: What is the link between reflection and quality of practice? Can tutorials be used for assessment as well as personal development? Is reflection dependent on context? and How do the roles of supervisors and students change? (SK)

Critiques papers on good student teacher placement and supervision, discussing the need for interpersonal support for all participants in the student teaching experience and challenging key players to consider the implications of the basic premises about student teaching for each of the participants in the enterprise. (SM)

The principal's role in the placement and supervision of student teachers is discussed. Staff development benefits of careful student teacher placement are also considered. (IAH)

Analyzes the relationships between student teachers and their cooperating teachers. Describes in detail the semester-long field experience of one student/cooperating teacher pair. (HB)

The student teacher, practicum, or field experience student can fit readily into a whole language classroom even if he or she has not been trained to use the process. The teacher needs to take time to discover the student associate's strengths and abilities; time taken to examine these abilities and to consider how they might be mutually…

The authors review the elements of traditional student teacher internship programs that undermine the students' development of teaching skills. Communication among the supervising and cooperating teachers and the student teacher must be effective. Suggestions for establishing a successful relationship are given. (JL)

Argues that the simple inclusion of reflection (intentional self-examination of thinking) in student teaching is insufficient and that both supervising teacher and student teacher need to examine what they understand by reflection and what they mean by teaching. The unexamined use of reflection compounds difficulties already inherent in…