This study examined the influence of supervisory training on the cooperating teacher's role as an instructional supervisor. Eleven cooperating teachers who had completed a 3-hour graduate course on the supervision of preservice teachers and 25 untrained teachers who had no supervisory training participated. A discussion regarding implications of…

A program at West Virginia University to help cooperating teachers monitor early field experiences is described. Four phases of the plan are discussed, and guidelines are summarized. (MT)

The field of early childhood education is growing tremendously, with states designing and implementing prekindergarten programs and universal preschool throughout the country. This is good news for families of young children as well as for the field. With the resulting increased demand for teachers, however, come serious implications for teacher…

Describes an intensive field experience program in one elementary school and compares student teacher and co-operating teacher ratings of student teacher performance. (AL)

Agricultural student teachers (n=36) rated core elements of their field experience. They recognized the importance of relationships with cooperating teachers before and after the experience. Supervised agricultural experience was the only area rated lower after field experience. (Contains 23 references.) (SK)

Since much of the success of a student's early field experience seems to be the result of the quality and quantity of interaction with pupils and the cooperating teacher, this study examined differences in interactions of elementary and secondary early field experience students. Results are discussed. (MT)

West Virginia's "Master Plan for Public Education" calls for a Professional Performance Assessment of student teachers in field-based programs. The challenge is to incorporate the assessments in the least intrusive manner. While there is skepticism, some cooperating teachers hope the screening will result in better-prepared student…

This study collected feedback from the preservice teacher participants in a field-based teacher education program at Georgia College and State University. Respondents answered questions about the qualities of their host teachers and the environments of their host schools in the local community. In the 1999-200 school year, the ongoing study…

Reasons for and methods of establishing early field experience prior to the student teaching experience are discussed. Specific programs are described and predictions for future developments in early field experience are given. (JMF)

Cooperating teachers and college supervisors have joint responsibility for mentoring student teachers. Field experiences should include a continuous system for in-person and electronic communications among the participants, and cooperating teachers should be trained in mentoring skills. (SK)

A program in which college supervisors, cooperating teachers, and education students cooperate and work as a team is described. (JD)

Satisfaction levels of preservice teachers with their field-based student teaching program, and supervising teachers' perceptions of that satisfaction, are discussed. (MJB)

Student teachers and teacher educators view the practicum experience as the most significant aspect of learning to teach. Student teachers regard the relationship with their cooperating teachers as the most important part of the fieldwork experience. However, what student teachers learn about teaching practice from their cooperating teachers…

Shares some of the comments made by the participating cooperating teachers as they responded to a general inquiry as to how to be a successful cooperating teacher in dealing with student teachers. Comments are presented under the following categories: infusion, beginning the teaching process, communications, motivation and discipline, and other…