Document Type

Article

Publication Date

Summer 1997

Volume

36

Issue

3

Publication Title

Theory into Practice

First Page

84

Last Page

191

Abstract

The student teaching experience is probably the most influential phase of preservice teachers' development within a teacher education program (Burstein, 1992; Griffin, 1989). In particular, the relationship between the cooperating teacher and student teacher plays a critical role in student teachers' success. Preservice teachers are generally instructed to "do as I do" by their cooperating teachers. Thus, student teachers often find little opportunity to try out strategies they have learned in their university methods courses unless the practices are already in place in cooperating teachers' classrooms. In addition, few researchers have attempted to discern how to enhance preservice teachers' abilities to set their own goals and develop their own ways of teaching during the student teaching experience.

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