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)

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)

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)

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)

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)

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)

Numerous reports calling for reform in education have resulted in trends showing greater emphasis toward practical preparation experiences in teacher education. Many teacher education programs now stress more hours of teacher preparation devoted to professional education curriculum, strengthened and longer clinical experiences, stronger guidelines…

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)