This book is divided into 10 chapters. The first deals with the historical development of clinical experiences in teacher education. Chapter 2 explains how it was realized in the late 1960's that a true partnership between colleges and public schools was needed if quality laboratory experiences were to exist. Many such partnerships have been developed in the 1970's. Chapter 3 deals with student teaching supervision, pointing out that the one individual who most influences the student teaching experience is the supervising teacher. Chapter 4 describes communication between the supervisor and trainee in terms of those factors which help to describe the various kinds of communication devices. Chapter 5 emphasizes the importance of planning in a teacher training experience. Chapter 6 gives the reader an awareness of the potential value of observations, particularly as a growth and development technique. Chapter 7 emphasizes that each supervisor must develop the ability to conduct effective conferences with student teachers. Chapter 8 discusses ways in which behavior modification can be used in clinical experiences. Chapter 9 deals with problems that arise concerning evaluation, and some attempts that have been made to solve these problems. The last chapter looks at a number of current trends in teacher education programs. (A bibliography is included.) (PB)