Using the Danielson Framework for Teaching, we compare educators' perceptions of the effectiveness of traditional and co-teaching student teaching models. This study frames student teaching as a community of practice with Vygotsky's Zone of Proximal Development as a key feature of the experience. This study uses a mixed methods sequential design.…

Research has shown that effective teacher preparation should include both theoretical knowledge and experience. This is becoming even more important at the early childhood-level as funding for programs that prepare people to work in preschool settings. There is evidence that experience gained during the student teaching practice is most effective…

Practicums allow student teachers to gain teaching experience, yet little research exists assessing the impact of recovery and supervisors' feedback and reflection on students' well-being during this phase. Based on the Job-Demands-Resources-Recovery model, this study investigated the mediating role of recovery in terms of psychological detachment…

A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils' cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based…

This small-scale design-based study describes a cyclical model of professional learning between three stakeholders in initial teacher education (ITE) namely: university-based educators (UEs), student teachers (STs) and co-operating teachers (CTs). This model promotes the development of digital learning leaders through an innovative mentoring…

The following study examined the perceived developmental influence of the university supervisor-student teacher relationship during the student teaching phase of teacher preparation. Since the supervisor is viewed as the gatekeeper to eventual teacher certification and acts as an evaluator, mentor, and instructor (Borko & Mayfield, 1995;…

In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants' pedagogical and…

Preservice field placements and student teaching experiences have been identified as influential factors in elementary teaching candidates' (ETCs) development as teachers. This study examined several factors during the student teaching experience, including the English language arts (ELA) teaching self-efficacy of cooperating teachers (CTs) and…

The student teacher (ST) and cooperating teacher (CT) relationship is a key element in a productive practicum experience. A strained relationship inhibits learning, creates stress, and can lead to discontinuing the placement. The purpose of this action research study is to understand the conflicts that occur in the ST and CT relationship during…

One of the most important stages in preservice teacher training is the student teaching experience. The university supervisor (US) plays an integral role in this developmental stage by maintaining a connection between the cooperating teacher, student teacher (ST), and the university. While the traditional method of observing STs has been found to…

This parallel mixed methods study explored self-efficacy and competence for literacy instruction among student teachers (STs) in three models of teacher preparation, including a residency model. Qualitative interviews were conducted with STs, mentor teachers, and supervisors. Quantitative data were collected using a pre-/post-survey design using…

"Affordances in the third space" is a concept that can improve teacher education and inspires supervisory innovations that can be empirically studied. An intentionally designed hyperdocument workspace fostered collaboration among the university supervisor and classroom mentor teacher and shifted the clinical environment in favor of…

In mid-March 2020, our public schools ended classroom instruction because of the 2019 coronavirus disease (COVID-19) pandemic. The timing of the suspension of face-to-face instruction was in the middle of the student teaching clinical experience for our secondary education teacher candidates. Without preparation, teacher candidates were to guide…

During her last semester prior to retirement, a university professor of teacher education supervised 15 interns enrolled in a preparation program and college department different from the professor's usual program and department due to changes in the college's preparation program student enrollment and faculty availability. The ever-changing,…

Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education. The present article represents part of a larger qualitative meta-synthesis, the purpose of which was to explore the influence of the interpersonal dynamics of the supervisory triad--comprised of the pre-service teacher…