Maintains that accepting student teachers is a major professional responsibility and challenge. Reports that research indicates the cooperating teacher is the most significant influence on student teachers. Provides a set of recommendations for cooperating teachers. (CFR)

Describes a Critical Language Awareness course developed in South Africa to open the minds of prospective teachers. Discusses how language may coerce people into accepting as given practices that can be changed. Emphasizes the relationship between language and power and the role of textbooks and official language in reinforcing the status quo of…

Discusses how the Minority Mentorship Project, a cross-cultural program at Texas A & M University, changed the attitudes and perceptions of preservice teachers to work with a culturally diverse school-age population. Integration of multicultural education, human relations training, and cross-cultural mentoring provided appropriate strategies…

Investigated how English preservice elementary teachers built upon their repertoire of knowledge for teaching science, tracing their development of subject knowledge and pedagogical knowledge in science and their views about the knowledge base required. Interview data indicated that participants drew upon subject knowledge in combination with…

Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities. Pre- and post-program interviews and essays indicate that the…

Interviews with Canada Native student teachers asked them to reflect on their practice following a final practicum at the Saskatchewan Indian Federated College. Results showed that they were using techniques appropriate to Indian education, though they felt there were additional areas of need in their preparation. (SM)

Describes a cross-cultural course offered by the Faculty of Education at the University of Regina (Saskatchewan, Canada) to develop preservice teachers' understanding of aboriginal cultures, taking data from instructors' experiences and student narratives. The paper discusses the lack of understanding in white preservice teachers' views of self…

Describes a social science methods course where preservice teachers taught a unit on controversial topics involving tolerance and intolerance. Students were forbidden to lecture. Permitted methods included cooperative learning, inquiry, simulations, jackdaws, documents, and sociodrama. Student response was generally positive. (MJP)

Reports a study of white, middle-class, elementary preservice teachers who tutored poor African-American students. Interviews indicated that although all tutors claimed to care for their assigned students and to act with the best intentions, some had to overcome initial relationship difficulties to establish a connectedness with their students.…

Investigated differences in reflections of preservice teachers' teaching effectiveness during a field experience, Kids' College, which provided a supportive forum in which preservice teachers, who had full ownership of their teaching, could implement innovations in a multi-age environment. Data from reflective journals, interviews, and…

Documents data from case studies prepared by five teacher candidates regarding their experiences as they worked to create inclusive classrooms while participating in a field-based course within their preservice-education program at Queen's University of Kingston. Shows how the field-based course and the practicums influenced candidates' beliefs…

In this study, we examined preservice teacher perception on the modeling of principles of multicultural education at a university of predominantly White students. Preservice teachers (N = 79) at the end of a multicultural education course responded to a survey based on the principles of multiculturalism. The students conducted an 8-week evaluation…

The paper examines the perceptions of future and current primary school teachers in Greece regarding the effectiveness of their school leaders. Quantitative and qualitative data were collected through questionnaires completed by 126 future and 94 current teachers. According to the findings, future teachers were less positive than their current…

This paper presents a case study of four students working in pairs during a 1-year postgraduate Initial Teacher Education (ITE) course in the United Kingdom. The study examined the subjects' images and assumptions and developing teaching styles at the start of the year, and analyzed what they learned from each other during the school-based parts…

Reflection is a key aspect of the practicum experience for preservice teachers at the University of Central Queensland (Australia). However, ensuring that reflection occurs has been somewhat problematic. A study was conducted to explore how theoretical constructs based on learning theory can be used to guide the function of the practicum and the…