Guidelines for selection and professional training of the university supervisor of student teachers are presented. Also included is a summary of responses by 136 cooperating teachers to a questionnaire on effective supervision. (IAH)

Suggests that competency-based supervision is essential to help student teachers develop competencies expected of full-time professionals. Effective supervision requires competencies in coordinating a team approach to instruction, long and short range planning, interpersonal relations and conference skills, evaluative techniques, instructional…

Suggests that creating valuable and productive student-teaching experiences may be the most important step toward preparing new teachers and keeping them in the teaching field. Offers 10 strategies for supervisors of student teachers. (JOW)

Reports that many industrial teachers, including recent graduates, are not prepared to implement new technology-based programs due to weak student teaching programs. Suggests ways to improve the practicum experience for greater teacher effectiveness. (CH)

The roles of the supervisor and cooperating teacher are defined and discussed in terms of the cooperating teacher's direct, daily supervision of the student teacher and the university supervisor's task of preparing the cooperating teacher for this role. (JMF)

The general outline of a course for cooperating teachers and supervisors in student teaching programs is presented and discussed. (JMF)

Presents research that questions the effectiveness and necessity of student teaching as part of the teacher education curriculum. Proposes that practice in teaching skills should occur in the college of education program where mistakes and ideas are valuable openings for discussion and where discussion is immediate. (KS)

This paper argues for a reconceptualization of student teacher supervision that unifies psychological theory and practical teaching. Courses of teacher and supervisor training that integrate principles from psychology of human learning are described. (Author/MT)

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)

Critically examines some of the assumptions made about student teaching, particularly about the roles of the college supervisor and the cooperating teacher. (SJL)

Three reasons for using cooperating teachers in teaching practice are described: professionalization of teaching; involvement of teachers in participating schools to alleviate staff load in teaching institutions; and teaching practice as a period of training for students and less of an exercise in awarding grades. (MLW)

The author argues that the British Advisory Committee on the Supply and Training of Teachers'"Mentorship" proposals are unsatisfactory and suggests an alternative to "supervised teaching practice." (CT)

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)

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…