By sharing their knowledge and experience, the cooperating teacher and college supervisor are expected to guide and evaluate the student teacher's performance. Of the three members of this group, the college supervisor has been most often criticized for not fulfilling his expected role. Considers the part teacher supervision plays in improving…

The author argues that the British Advisory Committee on the Supply and Training of Teachers'"Mentorship" proposals are unsatisfactory and suggests an alternative to "supervised teaching practice." (CT)

This article contains a supervisory development plan, which discusses the skill development and interrelationships of supervisors, cooperating teachers, and student teachers during the student teaching experience. Effective supervisory skills are necessary if the student teacher is to improve his professional work. (CJ)

The neglect of the study of pedagogy in teacher education programs is discussed. Excessive emphasis has been placed on the instruction of theory in the preparation of teachers. The practical application of general teaching skills and their effective application to practice is the central element in the study of pedagogy. (JN)

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)

Responses from 59 (of 117) first-year teachers, 52 (of 58) supervisors, and 112 (of 157) cooperating teachers described student teaching practices in agricultural education and determined satisfaction with student teaching. Most are satisfied with the length of the student teaching experience and the university supervision of student teachers.…

This study represents the first portion of a two-year program designed to gather baseline data indicating the present state of teacher centering in Texas. The questionnaire designed for the survey focused on three areas: (1) the organization and workings of the teacher center; (2) the communication paths and media within and between teacher…

Two questions of concern for future developers and participants in clustered student teaching projects are the foci of this report: (1) How do preservice teachers view the role of the elementary school principal in a "cluster" school? (2) How do classroom teachers react to the preservice teachers and special project components that…

The author discusses the emotional cycle of a beginning student teacher: fear/elation/enthusiasm/depression. He suggests that if the student teaching triad--student teacher, supervising teacher, and college supervisor--recognize this cycle, it will aid the supervisors in providing emotional support. (KC)

Two questions regarding supervision of student teachers are addressed here: who should supervise, and how can it be done most skillfully? Cooperating teachers might best be trained to supervise. Supervision techniques might include analyzing classroom events and the student teachers' anxieties and needs. A supervision model is developed. (CHK)

Cooperating teachers can assist student teachers in self-evaluation to prepare them for independent teaching. The following questions should be asked: (1) What helped students learn and enjoy it? (2) What did I do differently than planned? (3) How could I improve the lesson? (CHK)

A supervising social studies teacher tells how to plan for a student teacher before and after he/she arrives. Basic expectations, philosophy of education, and likes and dislikes concerning student teachers are described. Also discussed are major points made in conferences with student teachers and a discipline plan. (RM)

A study examined the teacher preparation programs in England and attempted to evaluate the effectiveness of existing supervision arrangements as perceived by student teachers, cooperating teachers, and college supervisors. Results identify the need for schools and teacher training institutions to work as partners in supervision. (JN)

The teacher education profession needs to establish a firm basis for effective supervision. The employment of a cognitive developmental framework for theory and research on aspects of supervision may help explain the impact of this process on teachers. (CMJ)