During 1971-72, the College of Education of the University of Toledo undertook the planning for the revision of the entire undergraduate teacher education program in the areas of secondary and elementary education. It was decided that the program should be performance based and interdisciplinary and should unite the urban educational institutions…

This pilot program in elementary teacher preparation was performance based, field centered, and team taught. The goals of this program were a) the development of the student's perception of himself as an individual and a professional person; b) the ability to describe the characteristics and conditions for effective learning; c) the design and…

A team-teaching structure consisting of full-time teachers, student teachers and a university methods instructor is described. Details are given of the program objectives, student assessment, grouping, evaluation criteria, grading, and highlights of the project. (DT)

An internship program designed to familiarize preservice teachers with the working mechanisms of the Individually Guided Education method of instruction is discussed. (LH)

Describes a pilot program in which university faculty and school personnel of a nearby middle school cooperate to prepare preservice teachers for teaching in inclusive classrooms. Describes how the program began, the course content, the importance of observation for preservice students, using classroom teachers as models, and adaptations in…

A mixed methodology approach was used to address the question: what are skills, knowledge and dispositions that co-teachers need to balance the seemingly competing mandates of NCLB and IDEIA in order to prepare teachers for the classrooms of today and tomorrow? Based on the results of two recent studies that focused on secondary co-teacher teams…

The implementation of a field experience program for a university situated in a large and sparsely populated area is described. Twelve faculty teams pprovide the structure for student advising, instruction, and supervision of field experiences. The need for a single organizational unit to facilitate the logistics of integrating the wide-spread…

The rapid growth of the middle school has necessitated the formation of a new teacher education program. Until the present time, the middle school teacher has received in-service training at the elementary and secondary levels. This method has proved to be inadequate and a preservice education program that is neither elementary nor secondary has…

This report contained the description and development of a secondary teacher education program at the University of Arizona. The program was based on the concept of full time involvement of the undergraduate in the public school setting. The Professional Semester Program was located in public schools serving multicultural populations of chicanos,…

The Experimental Teacher Education Program (ETEP) was a cooperative effort between the University of Northern Colorado and the Denver Public Schools. The program modified three major areas of teacher education: a) general education, b) student teaching experiences, and c) methods courses. The general education course requirements emphasized an…

Mentoring teams, based on mentor-professor and peer coaching team concepts, used in the undergraduate teacher education (including special education) program at the University of Tennessee, have resulted in improved overall program functioning, coordinated advising, and more complete knowledge of student competency. (Author/CB)

This paper describes a professional development partnership between Columbia University Teacher College and two New York City schools which adopted a cooperative teaching approach to combat teacher isolation and to enhance the joint preparation of special and regular education students in preservice programs. (Author/DB)

This article describes the use of a lesson study approach to collaborative professional growth in an elementary science methods course. Preservice candidates designed and taught integrated science-mathematics lessons during the semester before their student teaching. Working in 8 teams of 3 student teachers, participants per team designed a common…

The premise of this presentation is that clinical experiences are superior to many traditional kinds of field placements. Four types of clinical experiences are described: participant observation in special education classrooms; a team planned cooperative teaching experience; participation in the activities of a college reading clinic; and…

An introductory teacher preparation course based on Adler's Paideia concepts was examined for documentation of course content, purposes, and student reactions. Data were collected through ethnographic observations of course classes, interviews with students and professors, and examination of readings for the course. The course, "Analysis and…