AN INTEGRATED FEEDBACK SYSTEM DESIGNED TO ENABLE STUDENT TEACHERS TO ANALYZE THEIR TEACHING, SET GOALS FOR IMPROVEMENT, AND MONITOR THEIR OWN PROGRESS WAS INSTITUTED IN THE TEACHERS COLLEGE, COLUMBIA UNIVERSITY. ELEMENTS OF THE FEEDBACK SYSTEM INCLUDED THE USE OF A SYSTEM FOR BEHAVIORAL ANALYSIS OF TEACHING AND THE USE OF FILMS AND AUDIO AND TELEVISION TAPES OF TEACHING BY THE STUDENT TEACHERS. FACULTY BEHAVIOR AS WELL AS FEEDBACK ROLES OF STUDENTS AND COOPERATING TEACHERS WERE ANALYZED. CONCLUSIONS WITH RESPECT TO STAFF UTILIZATION SUGGEST THAT SUPERVISORS NEED EXTENSIVE TRAINING FOR FEEDBACK ROLES, THAT STUDENTS AND COOPERATING TEACHERS CAN LEAD FEEDBACK SESSIONS WITHOUT NEGATIVE EFFECTS ON CONTENT, THAT THE USE OF A FEEDBACK SYSTEM CAN BEGIN EARLY IN THE TEACHER TRAINING PROGRAM IF IT IS CAREFULLY MONITORED, AND THAT THERE IS A TENDENCY FOR STUDENTS, COOPERATING TEACHERS, AND SUPERVISORS TO DISCUSS HYPOTHETICAL SITUATIONS RATHER THAN THE FILMED OR TAPED TEACHING EPISODES. ANALYSIS OF THE PROGRAM LEADS TO RECOMMENDATIONS THAT (1) INTEGRATED FEEDBACK SYSTEMS INCLUDE PROMINENT FEEDBACK ROLES FOR STUDENTS AND COOPERATING TEACHERS, AND (2) THAT EXPECTATIONS AND ROLES OF FACULTY MEMBERS, COOPERATING TEACHERS, AND STUDENTS BE CAREFULLY DEFINED. (TT)