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…

Citing recent research which shows a need for teacher educators who are effectively involved with professional practice, the author argues for structural change in teacher education which would be focused around the development of a clinical professorship model. (MT)

Criteria for evaluating the effectiveness of student teacher supervisors are outlined, including defining the role and tasks of supervisors, creating an attitude of expectation and participation, and executing a process for analysis, interpretation, and application to change supervisory behavior. (JMF)

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)

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)

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.…

Criticisms of Cruickshank's reflective teaching are described as ill-founded and indicative of a narrow view of the technique. It is asserted that the real limitations to reflective teaching are the supervising teacher educators' lack of insight and enthusiasm. (IAH)

Disagreement about what constitutes good teaching persists because people's perceptions of education and of teaching are often bound up in their ideologies and undisclosed prejudices. Concentration on the form of the educational enterprise--on what is universal, as opposed to subjective--is urged. Implications for supervisors and for evaluation of…

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)

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…