Since 2010, a substantial number of large-scale, quantitative studies on preparation features associated with teaching effectiveness and retention have emerged. The purpose of this paper is to review this body of evidence and make sense of what it suggests for practitioners and policymakers. The paper begins by describing the groundbreaking work…

Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education program in a midwestern university implemented the use of peer feedback practices…

Student and cooperating teachers must protect themselves from legal problems by introducing legislation where none exists, particularly on the state level. (LH)

Numerous reports calling for reform in education have resulted in trends showing greater emphasis toward practical preparation experiences in teacher education. Many teacher education programs now stress more hours of teacher preparation devoted to professional education curriculum, strengthened and longer clinical experiences, stronger guidelines…

Although there appears to be considerable agreement concerning the criteria to be evaluated in field experience programs for preservice teachers, the relative importance attached to each item varies markedly from one program to another. (JD)

This review of research on the influence of the cooperating teacher seeks to clarify the relationship between the preservice student teacher and the cooperating teacher, and to provide a better understanding of the student teaching experience. The expectations and the role of the cooperating teacher are reviewed and it is pointed out that, though…

This study was conducted to learn how a new "experience" component in education foundations' core course work would be evaluated by teacher-trainees and their critic teachers, who were experienced classroom teachers. Project subjects were 186 men and women (84 senior students in a required Foundations of Education senior level core course, and 102…

Two myths concerning the value of preservice field-based experience are explored: (1) Practical school experience contributes to the development of better teachers; and (2) Teacher education's institutional structures are totally coercive and students passively conform to school bureaucracies' conservative norms. (JN)

A descriptive study examined in detail the student teaching experience in terms of the characteristics and behaviors of cooperating teachers, student teachers, and university supervisors. The interactions, personal and professional, between and among these participants were analyzed, as well as the contexts of the schools and universities in which…

It is widely accepted that laboratory experiences are both necessary and worthwhile for preservice teacher education. Research has shown little evidence of what exactly happens during student teaching, although studies have illuminated roles and objectives. Guidance in or supervision of field experiences for student teachers often falls primarily…

The working conference "Student Teaching: Problems and Promising Practices" brought together experts representing three different role orientations: cooperating teachers, school system representatives, and teacher educators. Under discussion was the student teaching process and the nature of research that might contribute to its better…

Reviews preservice teacher education literature on multicultural education to discover "best practice" for preparing teachers for urban students. Studies of workshops, courses, programs, practica, and field experiences were analyzed for their attention to race, class, and gender. The article discusses research on cooperating teachers and…

A study on the effects of increased field experiences on the perceptions and performance of 238 secondary school student teachers indicated that an increased number of required field experiences had little impact on student teachers' evaluations of their teaching ability or on supervising teachers' final evaluations of student teachers'…

This paper is a review of literature, written between 1973 and 1980, concerning various factors affecting the cooperating teacher's role and responsibilities during the student teaching experience. Areas covered are: (1) perceived status of the cooperating teacher; (2) relationship of other roles in the internship to that of the cooperating…