This study examines the perceptions of relationship quality and satisfaction held by student teachers and their cooperating teachers within the context of an instructional coaching framework-focused student teaching experience. Cooperating teachers operated as instructional coaches who then provided turn-around training for other cooperating…

This study examines how three novice teachers experienced feedback in their learning-to-teach journeys, from their yearlong student teaching experience through their first-year teaching. As student teachers, the participants received frequent, focused feedback. During their first-year teaching, they continued to desire feedback, yet had different…

Recent policy and scholarly reports, accreditation agencies' guidelines, and professional association efforts have called for teacher preparation programs to incorporate more frequent and rigorous clinical experiences. Directing three elementary and secondary education programs in two states, we recognized that one reason they--and perhaps other…

One elementary school's ongoing process in developing an appropriate action research requirement for teacher candidates during their student teaching experience (internship) is described. The assignment has evolved from a pilot project with one intern and mentor teacher to a requirement for all interns at the school. Several issues that emerged…

This paper describes the daily interactions between university liaison and K-12 faculty and administrators at a professional development school. It contrasts various levels of collaboration and interaction within professional development schools and student teaching environments, contending that educational community develops in effective…

Explored how preservice elementary teachers incorporated technology into a microteaching activity that was a component of their science education, mathematics education, and educational technology courses. Participants displayed varied levels of technology use. Four uses emerged: knowledge source, data organizer, information presenter, and…

This study compared changes in stress scores of preservice teachers in a traditional teacher preparation program and a pilot professional development school (PDS). Data from the Teacher Stress Scale, taken before and after the field experiences, showed statistically significant increases in stress during the culminating field experience for PDS…

This study examined preservice elementary teachers' perceptions as they engaged in an action research project. Data from surveys and interviews indicated that the active support of cooperating teachers or peers led to more meaningful experiences. There was some interaction of background life experience and quality of social support during the…

Describes criteria used to evaluate student teaching performance, and investigates the degree to which criteria related to academic learning time (ALT) and classroom management (CM) were incorporated into elementary student teachers' (n=368) summative rating scales. Only 15 percent of criteria were linked to ALT and 4 percent to CM. (SM)

Compared cooperating teachers' and student teachers' perceptions of student teacher concerns. Measures of instructional, classroom-management, discipline, and attitudinal concerns obtained before and after the internship indicated that before the internship, both groups shared many instructional and disciplinary concerns. After the internship,…

Longitudinally examined preservice elementary teachers' attitudes and perceptions following their first field experience teaching physical education. Data from 424 student teachers who answered a list of questions indicated that they appeared to have increased their teaching skill, understanding of children, and awareness of physical education as…

Florida Atlantic University restructured its undergraduate teacher preparation program to provide a bachelor's degree in elementary education with an English as a Second Language (ESOL) endorsement. The program prepares graduates to meet the needs of ESOL students in regular elementary classrooms. It integrates ESOL competencies into methods…

Examined the impact of a reflective thinking instructional module designed to increase reflective thinking levels in preservice elementary teachers' field experience logs. Analysis of logs from students who did and did not use the module indicated that the module significantly improved the quality of reflection in the experimental group's logs.…

Many students depend on teachers' authority for answers, resisting pedagogy emphasizing inquiry and collaboration. Case studies are presented of two teacher educators who helped students understand how children make sense of ideas, focusing on developing communities where students felt safe to voice their ideas. They encountered resistance but…