A comparative analysis of case studies indicates that horizontal evaluation of student teachers provides methods of supervision that go beyond a focus on prescriptive practice. This process allows self-evaluation and encourages growth. Student teachers learn to reflect on their work and understand how they influence students. (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)

The university supervisor performs three basic activities: (1) phasing the student teacher into the classroom's on-going activities; (2) defining and communicating the purposes and expectations to be fulfilled; and (3) observing and evaluating the performance of the student teacher. (JN)

An alternative way is suggested for schools of education to make significant changes for those who want them while maintaining the goodwill of their more conventional faculty and students. (MM)

This article describes a model for conducting collaborative, goal-oriented conferences with student interns to enable them to acquire the skills of beginning teachers. The procedures and rationale of the Supervised Throughput Model are described, and suggestions for its application are made. (JL)

The quality of field supervision of student teachers is a major problem in preservice teacher education. A pilot study of supervising teachers showed positive trends when these teachers were enrolled in a course to increase flexibility through role-taking experiences. A discussion of the curriculum and its revised version are offerd. (DF)

Horizontal evaluation in student teacher supervision is based on the premise that the aim of evaluation should be the personal and professional growth of the student teacher. The competency-based teacher education program has a vertical aim since it ranks teachers from best to worst rather than individuals on a horizontal continuum of growth. (JN)

Occupational socialization refers to the process by which a new member to an occupation becomes acquainted with the culture of the occupational group. Problems related to teacher training are essentially problems related to occupational socialization. (JN)

Research activities pertinent to preservice teacher training program design are reviewed. The focus is on studies in which the dependent variables were the developing teaching styles of teacher candidates, or where there were measures of skill development as a product of program components. (IAH)

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)

This article considers how student teacher supervisors think about their teaching and about how they communicate their knowledge to student teachers. The study is based on interviews with and journals of six student teacher supervisors and the journals of their 20 student teachers. Results are reported. (JL)

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)

Interviews with 32 British and Irish supervisors of U.S. student teachers produced several suggestions for improving the preparation component of overseas practicum placements. Suggestions related to planning and preparation for teaching, basic teacher preparation courses, cultural preparation, content, arrangements and logistics, teacher image…

The rationale of a School-Based Teacher Education Program is given. Five different supervisory models which constitute a developmental approach to supervision are described. This approach is considered in the context of extant approaches and of teacher reform. (JL)