| The purpose of this study was to determine secondary school principals' perceptions of the importance of elements of student teaching in the preparation of beginning teachers. The quality of teacher education has been increasingly criticized for a number of years. Studies indicate that many graduates of teacher education programs are not prepared for the classroom. This lack of preparation adversely impacts student learning, retention of teachers in the profession, and funding for public education.; The data for this study were obtained by mailing a paper survey to each secondary school principal in Southwest Virginia, including Roanoke County Schools, Roanoke City Schools, and all of the public secondary schools in Virginia west of Roanoke. Principals, based on their knowledge of the weaknesses of beginning teachers, rated 23 elements of student teaching according to importance in the adequate preparation of first year teachers. The results of the survey were tabulated, and cross-tabulated for various demographics.; Total survey responses revealed that principals strongly endorsed student teaching elements related to (a) collaboration between teacher education programs and secondary schools, (b) provision of an orientation session for cooperating teachers, (c) establishment of a minimum length of 15 weeks for the student teaching experience, (d) regular evaluations of the student teacher's performance, utilizing a team approach, (e) shadowing in the special education department, (f) guided practice in classroom instructional strategies, and (g) interactions between the student teacher, faculty, and parents. Responses varied relative to school size, poverty level, and the percent of students continuing education beyond high school.; Based on the data collected in this study and a review of the relevant literature, the researcher developed the following suggestions for design of the student teaching experience: (a) formation of an advisory committee consisting of members from the teacher education program and the host schools to provide ongoing collaboration, (b) use of integration and innovation for creative program design, and (c) provision of some degree of flexibility in the design to accommodate specific circumstances at the host schools. |
