Joseph O. Milner explores a narrowing of differences between English teacher educators and classroom teachers. Using North Carolina as a national barometer for his action research, Milner cites the shifting attitudes of classroom teachers toward the shared values of English teacher educators, and he opens the door for similar research projects in…

Proposes that teacher education programs are considerably weakened by faculty unwillingness to supervise student teachers in the field. Enumerates reasons why education faculty lack enthusiasm in supervision, and suggests the importance and potential advantages to be gained by increased involvement in the supervision process. (KEH)

A discussion of the correlations found between scores received on (1) the Teaching Area Examination in English Literature and Language, National Teacher Examination, and (2) the Illinois Teacher Evaluation Questionnaire, and the grades given by University of Illinois (Urbana) student teaching supervisors to that population of 56 1968 English…

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)

Describes the complicated balancing act supervisors must perform as they try to remain true to their graduate departments, their student teachers, their supervising teachers, the teaching profession, and themselves. Stresses such problems as finding compatible supervising teachers, suitable classes, and workable schedules for student teachers.…

It pays to make use of the special knowledge and talents of intern teachers. (JH)

Examines the dialogue journals of a student teacher and her cooperating teacher. Notes that dialogue journals provide a means of (1) discovering and reinforcing knowledge; (2) initiating students into the professional community; and (3) allowing both teacher and student teacher to assess and affect their experience. (MM)

Identifies and explains five widespread myths related to the what and how of evaluation in English student teachers. Describes a multiphased cycle or process aimed at helping teachers identify teaching problems, receive data from supervisors, and develop solutions that produce self-directed teachers. (FL)