In response to the study and recommendations presented in the article "I Didn't See it as a Cultural Thing," written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors' approaches and assertions that seem…

Traditional supervision of teachers in American schools is often mislabeled. In practice, it is more an exercise in administrative monitoring and evaluation instead of a method to help teachers grow and improve professionally. Clinical supervision, developed as an alternative to traditional supervisory methods, focuses on the non-evaluative use of…

Presents a dialog on student teacher supervision between university supervisors from the U.S. and Wales. After describing an observation of and conference with a Welsh elementary student teacher, the dialog discusses the supervisors' observations and their expectations for student teachers, and analyzes the effects of the cross-cultural…

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)

Discusses the use of fundamental elements of education as foci for value clarification, some obstacles to achieving consistency between teacher behavior and teacher intent, and the propriety of supervisors revealing their own value positions as a function of the supervisory role (Author)

A veteran cooperating teacher suggests that the key to a successful student teaching experience is organization and preparation, including setting objectives for the supervising teacher and student teacher, providing school orientation and a work area for the student teacher, helping pupils adjust to a student teacher, and accessibility. (CB)

Goodlad discusses his comprehensive plan for reforming undergraduate teacher education, abolishing state-mandated courses, instituting state examinations modeled after law and medicine exams, and creating unified faculty groups devoting primary attention to teacher education. First, some basic changes in organization, student-teacher placement and…

The author presents and discusses the comments of a group of student teachers on feedback and how they use it to monitor the development of their teaching skills. (Author/SJL)

Reflects on a former college instructor's student teaching experience in middle school and how he had to adapt his own teaching preferences and inclinations to a new circumstance. Critiques pre-service teacher education programs. (TB)

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)

Criteria for the selection of cooperating teachers are suggested in an attempt to improve the student teaching experience by equating factors in successful teaching with criteria that cover professional requirements, classroom teaching skills, and subjective factors. (JMF)

Teacher evaluation is required before, during, and immediately after preservice education to insure a high level of teacher accountability. Personal motivation must be understood before one chooses the profession. Admission criteria to teacher preparation programs must be strengthened so that only proper candidates are selected. Professional…

Considers the role of the cooperating teacher in the student teaching experience. Examines the preliminary interview, lesson planning, assimilation, teaching as a team, evaluation, and suggesting improvements. Discusses the importance of self-evaluation and cooperation within the triad of student teacher, college supervisor, and cooperating…

The relationship between teacher and supervisor can be compared to that of husband and wife. Both relationships require care, commitment, communication, respect, truthfulness, and trust. Certain characteristics must exist between the supervisor and teacher for the process to be successful and, ultimately, lead to improved instruction. This paper…