The field experience component in a teacher education programme serves both a gate-keeping function and a formative purpose that supports student teacher development. The authors were members of a research team which took care of the re-design of the assessment instrument for the field experience component of a teacher education programme, as well…

The purpose of my study was to determine if there are any differences in performance measures of student teachers with varying levels of participation in professional development schools. The population in my study was the 2002 through the spring of 2006 kindergarten through 6th-grade student teachers from a small, private postsecondary…

Background/Content: Since a large gap exists between the rhetoric of reform-minded teacher education and what actually transpires in student teachers' field experiences, this study sought to fill a gap in current scholarship which has yet to document how mentor teachers, conceptualized as school-based teacher educators, shape and conduct their own…

This research explored how student teachers learn to teach and how they orient themselves to the processes of professional learning. A group of ten primary-grade student teachers were followed through a one-year post-graduate teacher training course, focusing primarily on the one-term field experience that occurred in the middle of the year. The…

This paper reports a qualitative case study of four preservice student teachers' professional learning experiences in an international field experience programme situated in the language and cultural immersion component of a PGDE (Primary) Programme in Hong Kong. Two of the student teachers undertook the international field experience in Australia…

A qualitative inquiry describes the sociocultural aspects of an urban elementary school serving as the context for a reading/language arts early field experience and examines how the sociocultural factors of this school contribute to the professional development of the preservice teachers who work there and their three supervising teachers. (SLD)

This developmental project was designed to solve the conflict between the Center for Teacher Education at California Polytechnic State University in San Luis Obispo and the local public school districts regarding the placement of education students in public school classrooms for field work activities. The conflict arose when one major school…

Preservice peer coaching is a collegial relationship between student teachers who provide reciprocal, in-class assistance to one another as they attempt to incorporate new teaching skills, strategies, and approaches into their teaching. The typical peer-coaching cycle includes a preview conference, during which the student teachers discuss the…

An effective partnership among university students and professors, school district administrators, teachers, elementary school students, and parents from the school community is described. Relationships originally formed through a Title VII Transitional Bilingual Education grant were strengthened through the development of the Sam Houston State…

Presents four case studies illustrating how preservice middle school teachers negotiated their orientations toward teaching during three years of professional courses and internships. The article examines the conflicting influences of coursework, classroom experiences, and cooperating teachers' practice. All of the students experienced a degree of…

A comprehensive analysis of literature on field experiences for the preservice teacher is divided into sections which focus on the: (1) influences of field experiences on the attitudes and behavior of preservice teachers; (2) roles of university student teacher supervisors and cooperating teachers; (3) structure of field experience programs and…

A preservice teacher was interviewed 10 times during his last year of teacher education, when he participated in several mathematics teacher education courses and field experiences, and his first year of high school teaching. The case study was designed to develop an understanding of the teacher development process by considering how one teacher…

Using an end-of-semester evaluation session and two-year paper trail, researchers categorized interactions between school-based faculty, university professors, and preservice teachers in a school-university partnership, examining evidence of three conditions necessary for collaboration. Results suggest a need to understand the nature of…

The College of Education of Ohio University has developed a number of partnerships with public schools in southeastern Ohio. The partnerships described share at least six common threads: (1) a beginning in informal conversation; (2) a shared set of goals; (3) an early focus on preservice teacher preparation; (4) a gradual expansion towards…

The qualitative inquiry reported here describes the particular sociocultural aspects of an urban elementary school serving as the context for an award-winning reading/language arts early field experience, and takes a close look at how the sociocultural factors of this urban elementary school contribute to the professional development of the…