There is a great deal of controversy over the role that the student teaching experience
plays in the preparation and development of teachers. In order to increase our
understanding of the practice of student teaching, case study methodology was utilized in
this study to develop a holistic description of the practice of student teaching from the
student teacher1s perspective. The study identified and described the internal and external
factors which influence the practice of student teaching for a student teacher learning to
teach. This study facilitates our understanding of the practice of student teaching and the
complex interactions that occur among the individuals involved (e.g., the student teacher,
the cooperating teacher, the university supervisor, etc.); the settings (e.g., the public
school, the public school classroom, the university classroom, etc.); and the formal
university program. The fmdings from this study suggest that autonomy, reflection, and
formal university coursework are key components of learning to teach.
Further research which examines specific teacher education programs and specific
components of those programs, in relation to the student teaching experience is necessary if
we are to continue to increase our understanding of the practice of student teaching and
improve teacher education.
next to an author's name indicates that all files or directories associated with their ETD are accessible from the Virginia Tech campus network only.
