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Student teaching

Student teaching is the culminating supervised clinical experience in teacher preparation programs, during which preservice teachers engage in full-time classroom instruction in a public or private school setting under the guidance of a certified cooperating teacher and a university supervisor, typically spanning 10 to 16 weeks or equivalent hours such as 300 to 600, allowing candidates to apply pedagogical theories and skills acquired through university coursework to real-world educational practice.^[1]^[2]^[3] This experience emphasizes the gradual assumption of teaching responsibilities, from initial observation and co-planning to independent lesson delivery, classroom management, and student assessment, often within diverse learner environments to foster inclusive practices.^[1]^[2]^[3] The primary purpose of student teaching is to bridge the gap between theoretical knowledge and practical application, enabling teacher candidates to develop professional competencies, reflect on their teaching effectiveness, and prepare for state licensure requirements, which universally mandate such a capstone placement as a core component of educator preparation.^[1]^[2]^[3] Many programs adopt a co-teaching model, defined as collaborative instruction between the student teacher and mentor where both professionals share planning, delivery, and evaluation of lessons to support student learning and candidate growth.^[4]^[5] This structure not only enhances instructional quality but also provides ongoing feedback through formal observations, seminars, and evaluations, typically including at least five university supervisor visits and midterm/final assessments aligned with state or national teaching standards.^[2]^[3] Requirements for student teaching vary by state and program but consistently include full-day adherence to the host school's calendar, participation in extracurricular activities, and placement in settings that reflect diverse student populations, such as urban, rural, or special education contexts, to ensure broad applicability of skills.^[2]^[3] For instance, programs in states like California mandate at least 600 hours with solo or co-teaching components, while Pennsylvania requires a minimum 12-week full-time placement, all supervised by qualified personnel to verify mastery of essential teaching dispositions and instructional strategies.^[3]

Definition and Overview

Definition of Student Teaching

Student teaching is a required clinical experience in teacher education programs, serving as the culminating supervised practicum where pre-service teachers apply theoretical knowledge gained from coursework in authentic P-12 classroom settings under the guidance of experienced mentors.^[6]^[7] This phase allows candidates to integrate pedagogy, content expertise, and professional dispositions in a real-world context, typically as the final step before certification.^[8] Key components of student teaching include full-time immersion in a school environment, where candidates engage in lesson planning, delivery of instruction to diverse student groups, classroom management, and ongoing assessment of learning outcomes.^[1]^[3] These activities are conducted collaboratively with a cooperating teacher, emphasizing co-teaching models that foster gradual assumption of responsibilities while receiving immediate feedback.^[5] The experience is designed to build candidates' confidence and competence through hands-on practice in varied instructional modalities, such as face-to-face or virtual settings.^[6] Student teaching is distinct from related terms like field observations, which involve shorter, less intensive visits focused primarily on passive viewing and minimal participation rather than sustained teaching roles.^[9] It also differs from internships, which typically entail a full-year placement where candidates serve as the primary teacher of record, often with paid status and broader administrative duties, in contrast to the semester-long, unpaid supervision of student teaching.^[10] In terms of legal and programmatic context, student teaching is mandated by accreditation bodies like the Council for the Accreditation of Educator Preparation (CAEP), which requires educator preparation providers to ensure high-quality, supervised clinical practices demonstrating positive impacts on student learning.^[6] State education departments further enforce these standards, often specifying minimum durations and supervision protocols to align with certification requirements.^[3]

Role in Teacher Preparation Programs

Student teaching serves as the culminating clinical experience in most bachelor's and master's teacher certification programs in the United States, typically spanning 13-16 weeks of full-time immersion in a classroom setting.^[11] This phase bridges the theoretical knowledge acquired through coursework—such as pedagogy, curriculum design, and educational psychology—with practical application, allowing preservice teachers to translate abstract concepts into real-world instructional strategies.^[12] By positioning student teaching as the capstone of teacher preparation, programs ensure that candidates progress from observation and limited participation in early field experiences to independent teaching responsibilities, fostering a seamless transition to professional practice.^[13] This integration aligns closely with national and state professional standards, including the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, which emphasize competencies in learner development, instructional planning, and professional learning.^[14] Teacher preparation programs structure student teaching to demonstrate candidates' mastery of these standards through performance assessments, ensuring alignment with state certification requirements that mandate evidence of effective teaching practices.^[15] For instance, InTASC Standard 9 requires preservice teachers to engage in ongoing professional learning, which student teaching facilitates via supervised application and feedback loops.^[14] Beyond technical skills, student teaching contributes uniquely to preservice teachers' holistic development by cultivating reflective practice, cultural responsiveness, and ethical decision-making. Reflective practices, such as journaling and post-lesson debriefs, enable candidates to critically analyze their teaching experiences, enhancing self-awareness and adaptive problem-solving during this intensive phase.^[16] Exposure to diverse classroom environments during student teaching promotes cultural responsiveness by encouraging preservice teachers to incorporate students' backgrounds into instruction, thereby building self-efficacy in addressing equity in learning.^[17] Similarly, navigating real-time dilemmas—such as balancing student needs with administrative policies—hones ethical decision-making, preparing teachers to uphold professional responsibilities in complex school contexts.^[18] In U.S. programs, student teaching often comprises the majority of clinical hours required in teacher preparation programs.^[19]

Historical Context

Origins in Education Reform

Student teaching emerged in the 19th century as a core component of teacher preparation, rooted in the establishment of normal schools that prioritized practical experience over traditional rote memorization. In the United States, the first public normal school opened in Lexington, Massachusetts, in 1839 under the advocacy of Horace Mann, who sought to professionalize teaching amid broader education reforms aimed at creating universal common schools.^[20] These institutions required students to engage in supervised practice teaching, marking a shift toward hands-on training to instill pedagogical norms and skills.^[21] Similarly, in Europe, normal schools originated earlier, with the École Normale Supérieure founded in Paris in 1794 as a model for systematic teacher education, drawing from German precedents to emphasize demonstration and practice in classroom settings.^[22] Key educational reformers further shaped student teaching by promoting experiential learning as essential for effective pedagogy. William James, in his 1899 work Talks to Teachers on Psychology, argued for teaching methods grounded in psychological principles and real-world application, influencing the integration of observation and practice into teacher training programs.^[23] John Dewey built on this in Democracy and Education (1916), advocating that education should be an active, democratic process where student teachers learn through doing, thereby fostering reflective practice in diverse school environments.^[24] These ideas underscored the transition from passive instruction to immersive experiences, aligning student teaching with progressive ideals of child-centered education. Early models of student teaching often resembled apprenticeships, particularly in rural one-room schoolhouses prevalent before widespread urbanization. Aspiring teachers, frequently older pupils or community members, would assist or observe experienced educators, gradually assuming responsibilities under informal supervision—a system that predated formal normal schools and persisted in transitional periods.^[25] Post-Industrial Revolution, as urban schools proliferated, this apprenticeship evolved into more structured supervised practice, adapting to larger, graded classrooms while retaining elements of on-site mentorship.^[26] Pre-1950 milestones included the development of university-affiliated training labs, exemplified by Teachers College at Columbia University, established in the 1880s to provide practical instruction through model schools. Founded initially as a kitchen garden program in 1880 and formalized in 1887, it pioneered laboratory settings where student teachers conducted supervised lessons, bridging theory and practice in an urban context.^[27]

Modern Developments and Standardization

Following World War II, the Servicemen's Readjustment Act of 1944, commonly known as the GI Bill, significantly expanded access to higher education, including teacher preparation programs, by providing educational benefits to millions of returning veterans. This led to a surge in enrollment at teachers colleges, with veterans comprising a substantial portion of students pursuing teaching credentials and contributing to the growth of student teaching as a core component of professional preparation.^[28] In response to Cold War concerns over educational competitiveness, the National Defense Education Act (NDEA) of 1958 further bolstered teacher quality by funding summer institutes and advanced training programs for educators in critical subjects like mathematics, science, and foreign languages, emphasizing practical classroom experiences to enhance instructional effectiveness.^[29] The 1983 report A Nation at Risk catalyzed reforms in teacher education by highlighting deficiencies in preparation programs, including an overemphasis on pedagogical methods at the expense of subject-matter expertise and the recruitment of underqualified candidates, which prompted calls for revitalized clinical training to better equip future teachers.^[30] This spurred the evolution of standardization efforts through the National Council for Accreditation of Teacher Education (NCATE), which from the 1980s onward established rigorous guidelines for field and clinical experiences, requiring programs to demonstrate candidate performance in diverse P-12 settings. In 2013, NCATE merged into the Council for the Accreditation of Educator Preparation (CAEP), whose Standard 2 mandates co-constructed partnerships with schools for high-quality clinical practices, ensuring sufficient depth, breadth, and diversity in student teaching to measure impact on student learning and promote uniform program quality nationwide.^[31] In the 2020s, student teaching has increasingly incorporated technology, particularly virtual simulations, to address disruptions from the COVID-19 pandemic and expand access to practice opportunities; for instance, platforms like simSchool enable pre-service teachers to interact with virtual students, fostering skills in classroom management and social-emotional support without physical placements.^[32] Concurrently, equity-focused policies have mandated diverse placements to prepare teachers for inclusive environments, with organizations like the American Association of Colleges for Teacher Education (AACTE) advocating strategies such as targeted recruitment and professional development to ensure student teachers gain experience in high-need, multicultural schools, aligning with broader federal and state initiatives to address disparities in educator preparation.^[33] Internationally, UNESCO has promoted standardization of teacher education since the 1990s through frameworks emphasizing practicum components, such as the 2002 guidelines on using open and distance learning to deliver structured student teaching experiences adaptable to varied global contexts. This culminated in the 2019 joint Education International/UNESCO Global Framework of Professional Teaching Standards, which advocates for consistent, high-quality clinical training worldwide to enhance teacher competence and equity in education delivery.^[34]

Placement and Preparation Process

Selection and Matching Criteria

The selection and matching process for student teaching placements begins with university teacher education programs (TEPs) coordinating closely with local school districts to identify suitable sites and mentors, often starting by determining the number of candidates and their specific needs in terms of endorsement areas, grade levels, and subjects.^[35] Candidates typically submit application materials, including preference forms detailing desired grade levels, subjects, locations, and sometimes personal profiles to facilitate matching, while programs conduct or require background checks to ensure compliance with local, state, and federal safety regulations.^[36]^[37] Interviews may be incorporated in some programs, involving candidates, prospective cooperating teachers, and school principals to assess interpersonal fit, alongside surveys or personality assessments like the Myers-Briggs Type Indicator for compatibility evaluation.^[38]^[35] Matching factors prioritize compatibility between the student teacher and placement site, including alignment of pedagogical philosophies—such as strong instructional skills and mentoring aptitude in cooperating teachers—with the candidate's preparation, as well as demographic considerations like urban/rural settings, socioeconomic status, and student diversity to provide exposure to varied educational contexts.^[35]^[39] For instance, programs often seek to match candidates to schools that reflect the socioeconomic and demographic realities of their likely future employment, with nearly half of surveyed programs emphasizing this alignment to enhance long-term effectiveness.^[39] Additionally, factors like the candidate's background are considered to promote diverse experiences, such as placing candidates in high-needs urban schools to foster equity awareness, while ensuring geographical convenience and variety across multiple placements when possible. Recent state policies, such as paid student teaching stipends implemented in 2024-2025, increasingly prioritize placements in high-need districts to combat educator shortages.^[38]^[39]^[40] Schools selected for placements must be accredited institutions aligned with state academic standards, featuring experienced staff with at least three years of teaching and demonstrated instructional effectiveness, often verified through evaluations or test scores.^[37]^[38] Equity guidelines guide avoidance of under-resourced sites by prioritizing high-functioning schools with strong climates, low teacher turnover, and collaborative leadership, while ensuring placements support diverse learners across age, gender, culture, and ability to maximize educational opportunities.^[39]^[37] As of a 2020 NCTQ analysis, only about 23% of programs explicitly factor in anticipated hiring vacancies at these sites to align with district needs.^[39] This entire process typically unfolds 6 to 12 months before the placement begins, allowing time for coordination, candidate input, and finalization through formal contracts or agreements that outline expectations for supervision, duration, and responsibilities between the university, district, and school.^[35] Placements are often centralized through university field offices or district HR coordinators, though some involve decentralized input from principals, with no self-arranged options permitted to maintain program oversight.^[36]^[35]

Pre-Placement Training and Orientation

Pre-placement training and orientation form a critical preparatory phase in teacher preparation programs, equipping student teachers with essential knowledge and skills before they assume classroom responsibilities. This phase typically bridges theoretical coursework with practical application, emphasizing professional readiness through structured university-led activities. According to standards set by the Interstate Teacher Assessment and Support Consortium (InTASC), such training aligns with core teaching principles, including instructional planning and ethical practices. University seminars during this period focus on foundational topics such as classroom management strategies, which help student teachers develop techniques for maintaining productive learning environments, and lesson planning templates that standardize instructional design for diverse learners. These seminars often address legal liabilities, including compliance with the Family Educational Rights and Privacy Act (FERPA), ensuring student teachers understand protections for student records and privacy in educational settings. For instance, programs at California State University campuses integrate modules on these elements to prepare candidates for ethical decision-making.^[41]^[42] Skill-building workshops complement seminars by providing hands-on experiences, such as role-playing scenarios to simulate classroom interactions and build confidence in handling disruptions or student engagement. Cultural competency training is a key component, teaching student teachers to adapt instruction for diverse backgrounds and promote inclusive environments, as emphasized in InTASC Standard 3. Technology integration workshops cover tools like Google Classroom for learning management systems, enabling student teachers to facilitate digital collaboration and assessment.^[43] Orientation activities include site visits to placement schools, allowing student teachers to observe routines and facilities, and introductions to cooperating mentors to foster early rapport. Goal-setting sessions align personal objectives with program rubrics, such as those based on the Danielson Framework, to establish measurable professional growth targets. This phase typically requires a minimum of 100 hours of field experience prior to student teaching, varying by program and state licensure requirements, and incorporates portfolio development for ongoing reflection on experiences and artifacts like lesson plans.^[42]^[44]^[45]

Structure and Duration

Typical Timeline and Phases

Student teaching typically spans 10 to 16 weeks of full-time placement in a school setting, aligning with the academic calendar to provide immersive classroom experience.^[46] This duration allows teacher candidates to gradually assume responsibilities, with 88% of U.S. teacher preparation programs—according to a 2011 national survey—structuring the experience in progressive phases from observation to independent teaching.^[46] While the overall length varies slightly by program, elementary education placements often emphasize 10-12 weeks of full-day commitment, whereas secondary education may extend to 14-16 weeks or include split placements across content areas to meet certification requirements.^[46]^[11] The experience begins with Phase 1: Observation, an initial period during which the student teacher shadows the cooperating teacher, observes classroom routines, student interactions, and instructional strategies, and assists with minor non-teaching tasks to acclimate to the environment.^[47]^[48] This initial period focuses on building familiarity without leading instruction, enabling the candidate to understand the school's culture and the cooperating teacher's methods.^[46] In Phase 2: Co-Teaching, the student teacher collaborates more actively with the cooperating teacher, gradually increasing involvement in planning lessons, delivering parts of activities, and managing small groups or segments of classes.^[47]^[48] This phase employs models such as one-teach-one-assist or parallel teaching to foster shared responsibility, allowing the candidate to practice under guidance while the cooperating teacher provides real-time support.^[46] The final Phase 3: Full Responsibility involves the student teacher taking primary charge of planning, instructing, and assessing all classes, with the cooperating teacher stepping back to observe and offer oversight as needed.^[47]^[48] By this stage, the candidate operates with near-independence, handling the full range of daily teaching duties to simulate professional practice.^[46] Transitions between phases are flexible, determined collaboratively by the student teacher, cooperating teacher, and university supervisor to ensure readiness.^[47]

Variations in Program Requirements

Student teaching requirements vary significantly by degree level, reflecting the differing goals of initial certification versus advanced professional development. In bachelor's programs leading to initial teacher licensure, candidates typically complete a minimum of 300 hours of supervised classroom experience, often spanning 12 to 16 weeks in a single placement to build foundational teaching skills.^[46] For example, many undergraduate elementary education programs mandate around 600 hours, including diverse grade-level observations and full lesson planning responsibilities.^[49] In contrast, master's programs in teaching or education, often pursued by those already holding a bachelor's degree, emphasize advanced components such as leadership training, curriculum design, and reflective practice. These programs often use full-year residency models focusing on specialized pedagogy, with hours varying by program (e.g., full semester or year equivalents).^[50] Such programs may incorporate mentorship in equity-centered instruction or data-driven assessment, aligning with post-baccalaureate pathways for career enhancement. Due to ongoing teacher shortages as of 2025, some programs have increasingly adopted paid residency models, providing stipends to student teachers to enhance accessibility and retention.^[51] Alternative certification paths, designed for career changers and mid-career professionals, feature abbreviated student teaching durations to accelerate entry into the classroom, typically ranging from 8 to 12 weeks of intensive preparation. Programs like Teach For America provide an equivalent through a 5- to 7-week intensive summer institute that includes supervised teaching in summer school classrooms, followed by full-time teaching in underserved schools under ongoing mentorship to fulfill certification requirements.^[52]^[53] Similarly, alternative routes such as Teachers of Tomorrow condense clinical experiences into 120 to 300 hours of pre-service fieldwork, emphasizing practical residency over extended unpaid placements to support rapid licensure.^[54] Regional differences further shape program mandates, with substantial variation across U.S. states and international contexts. In California, traditional and integrated undergraduate pathways require at least 600 hours of student teaching, distributed across multiple settings to ensure broad exposure to diverse learners.^[55] Texas, however, stipulates a minimum of 490 hours equivalent to 14 weeks, allowing flexibility for clinical teaching in high-need districts while prioritizing subject-specific immersion.^[56] In the European Union, student teaching often integrates with Erasmus+ mobility initiatives, enabling trainees to complete placements abroad for durations from two days to several months, fostering cross-cultural teaching competencies through partnered higher education institutions.^[57] Specializations introduce tailored requirements to address discipline-specific needs during student teaching. In STEM fields, programs incorporate lab integrations, typically including hands-on experiments, technology facilitation, and engineering design challenges alongside traditional classroom duties.^[58] For special education, placements emphasize individualized education programs (IEPs), with trainees co-developing, implementing, and monitoring IEPs for students with disabilities, ensuring compliance with legal standards for specially designed instruction.^[59]

Roles and Responsibilities

Student Teacher Duties

Student teachers undertake a range of instructional responsibilities during their placement, gradually assuming full classroom duties under guidance. These include developing and delivering lesson plans aligned with curriculum standards and student needs, often submitting plans in advance for review. They adapt instruction to diverse learners by incorporating varied teaching strategies, materials, and groupings to address different developmental levels and learning styles. Additionally, student teachers implement formative assessments to monitor progress, provide feedback, and adjust teaching methods based on student data.^[60]^[61]^[62] Beyond instruction, student teachers handle various non-teaching tasks essential to school operations. They grade assignments and homework, maintain records of student attendance and performance, and communicate with parents through conferences or updates on progress. Participation in extracurricular activities, such as advising clubs or supervising events, further integrates them into the school community. These duties help build comprehensive support for students outside core academics.^[60]^[61]^[63] Daily routines for student teachers mirror those of full-time educators, emphasizing preparation and consistency. They arrive early to plan lessons, set up the classroom, and review materials, while maintaining discipline through established procedures and positive student interactions. At the end of each day, student teachers document reflections in journals or logs to analyze their practice and identify areas for improvement. Adherence to the school calendar, including full-day attendance and punctuality, is required to fully immerse in these routines.^[64]^[62]^[63] Ethical obligations underpin all student teacher activities, ensuring professional integrity and student welfare. They must maintain confidentiality regarding student information and adhere strictly to school policies on discipline, diversity, and equity to mitigate biases in instruction. Student teachers also align their practices with legal and institutional standards, such as reporting concerns appropriately and demonstrating respectful, professional conduct toward all stakeholders. These commitments foster a safe and inclusive learning environment.^[64]^[61]^[63]

Cooperating Teacher Involvement

The cooperating teacher, an experienced educator assigned to host and mentor a student teacher during their placement, plays a pivotal role in bridging theoretical preparation with practical classroom application. This on-site mentor facilitates the student teacher's professional development by modeling effective teaching practices and providing structured guidance throughout the placement period. Typically serving in a dual capacity as both classroom instructor and supervisor, the cooperating teacher retains ultimate responsibility for student safety and learning outcomes while gradually delegating instructional duties to the mentee.^[65] Central to the cooperating teacher's mentorship duties is the demonstration of best practices in lesson delivery, classroom management, and student engagement. They actively model instructional strategies, such as differentiated instruction and formative assessment techniques, to illustrate real-time application of pedagogical principles. Daily feedback is a cornerstone of this role, involving specific, constructive observations on the student teacher's performance, including strengths in engagement and areas for improvement in pacing or inclusivity. Co-planning lessons with the student teacher allows for collaborative refinement of objectives, materials, and assessments, ensuring alignment with curriculum standards and fostering the mentee's ownership of the teaching process.^[66]^[67] Collaboration extends beyond direct instruction to broader school integration and resource sharing. Cooperating teachers observe the student teacher's sessions, offering insights on group dynamics and individual student needs to enhance instructional adaptability. They facilitate the mentee's acclimation by introducing school protocols, sharing professional networks, and connecting them with colleagues for interdisciplinary support. This includes providing access to teaching resources, such as lesson templates or technology tools, and coordinating with school administration to ensure the student teacher's participation in extracurricular activities or parent communications.^[68]^[69] Selection of cooperating teachers emphasizes experience and commitment to ensure high-quality mentorship. Criteria commonly include a minimum of three years of successful full-time teaching in a certified role, along with principal recommendation and demonstrated proficiency in the relevant subject or grade level. Participation is typically voluntary, reflecting a willingness to invest time in professional development of future educators. To incentivize involvement, many programs offer stipends ranging from $500 to $2,500 per placement as of 2024, depending on duration and location; for instance, the University of New Mexico provides $1,000 for full-semester mentoring, while the University of Arizona provides $650.^[68]^[70]^[71]^[72]^[73]^[74] To equip cooperating teachers for effective supervision, universities provide targeted training sessions focused on mentorship techniques. These programs, often required by state education departments, cover topics such as observation protocols, feedback delivery, and evaluation rubrics, delivered through workshops, online modules, or seminars. For example, the University of Wisconsin-Stout offers modular training aligned with state standards, emphasizing the institution's educational framework and assessment practices to support both novice and veteran mentors. Such preparation enhances the cooperating teacher's ability to guide student teachers toward reflective practice and professional efficacy.^[75]^[76]

University Supervisor Functions

The university supervisor, typically a faculty or staff member from the teacher education program, provides external oversight during student teaching placements by conducting periodic site visits to observe and support the student teacher. These visits generally involve 3-6 observations per placement, depending on program requirements and the needs of the student teacher, with each session following structured protocols such as a pre-observation conference, focused classroom observation, and a post-observation debrief to deliver targeted feedback.^[77]^[78]^[79] For instance, initial visits often occur within the first two weeks to establish rapport, while later ones may include unannounced elements to assess authentic performance. This process ensures alignment with pedagogical standards and allows for real-time guidance on instructional practices. As a key liaison, the university supervisor mediates any emerging issues between the school site and the university, such as conflicts in expectations or logistical challenges, while also coordinating seminars and professional development sessions to foster reflective practice among student teachers. They contribute to placement processes by reviewing and approving site matches based on program criteria, ensuring compatibility between the student teacher's profile and the cooperating school's context. Additionally, supervisors facilitate communication by organizing triad meetings involving the student teacher, cooperating teacher, and themselves to align goals and address concerns promptly.^[80]^[81]^[82] In supporting professional development, university supervisors conduct mid-term and end-of-term evaluations that inform certification decisions, using standardized rubrics to assess progress against competencies like lesson planning and classroom management. These evaluations, often formative at mid-term for growth planning and summative at the end for grading, integrate input from all parties and tie directly to state licensure requirements.^[83]^[84]^[85] Furthermore, they provide essential resources, including access to university libraries for research materials, emergency support for urgent situations like performance interventions, and updates on evolving policies such as ethical guidelines or program changes.^[77]^[78] This multifaceted role bridges academic preparation with practical application, enhancing the overall quality of the student teaching experience.

Supervision and Evaluation

Observation and Feedback Methods

Observation in student teaching primarily involves live classroom visits by university supervisors or cooperating teachers, who attend lessons to assess instructional delivery and student engagement in real time. These visits allow for immediate contextual insights into teaching practices and are a standard component of supervision, with programs typically requiring at least four such formal observations during the placement period.^[86]^[87] Video recordings of lessons represent another key observation method, enabling asynchronous review by supervisors and self-reflection by the student teacher without the constraints of live scheduling. Platforms like GoReact facilitate this by allowing time-stamped annotations directly on the footage, which supports detailed analysis of pedagogical techniques and reduces anxiety associated with in-person oversight. This approach is particularly beneficial in field-based experiences, as it permits multiple viewings to identify patterns in student interactions and instructional adjustments.^[88]^[89] Peer reviews, involving feedback from fellow student teachers or cooperating educators, promote collaborative learning by focusing on shared instructional strategies and classroom dynamics. These observations encourage reflective dialogue on teaching effectiveness and are often formative, helping participants refine their approaches through mutual insights rather than hierarchical evaluation.^[90]^[91] Feedback following observations is delivered through immediate post-lesson debriefs, where supervisors discuss observations on-site or shortly after to highlight strengths and suggest real-time improvements. This method fosters prompt reflection and adjustment in teaching practices. Written reports complement these sessions, often structured around rubrics such as the Danielson Framework for Teaching, which evaluates components like planning, classroom environment, and professional responsibilities to provide specific, evidence-based guidance.^[92]^[93] Digital tools enhance the observation and feedback process by centralizing documentation and progress tracking. For instance, the Tk20 platform, widely adopted in teacher education programs, allows supervisors to log observations via rubrics, attach video uploads, and monitor goal attainment over time, ensuring consistent and accessible records for all parties involved.^[94]^[84] The frequency of observations adapts to the student teacher's progression through program phases, typically featuring weekly informal check-ins for ongoing support and bi-weekly formal evaluations to assess development milestones. Research indicates that at least five total supervisor observations are optimal for meaningful feedback, with many programs structuring them to intensify during initial and culminating stages of the placement.^[87]^[95]

Assessment Tools and Criteria

Assessment of student teaching effectiveness relies on standardized criteria that evaluate candidates' abilities in key areas of teaching practice. Core criteria typically encompass planning for instruction, enacting effective teaching, assessing student learning, and demonstrating professional behavior. These are prominently featured in the edTPA, a nationally recognized performance-based assessment required for teacher certification in approximately 15 states (as of 2024), where candidates must submit evidence of lesson planning aligned with student needs, video-recorded instruction, and analysis of student work.^[96]^[97] Similarly, state-specific portfolios, such as those mandated by the California Commission on Teacher Credentialing's Teaching Performance Assessment (TPA), emphasize comparable domains, including instructional design, classroom implementation, and evaluation of learning outcomes to ensure alignment with professional teaching standards like the InTASC Model Core Teaching Standards.^[98] Key tools for evaluation include performance rubrics that score artifacts against specific benchmarks, student work samples demonstrating impact on learning, and self-reflections where candidates analyze their practice and adjustments. Rubrics in edTPA, for instance, use a 5-level scale across 15 rubrics to measure proficiency in planning, instruction, and assessment, with scores determining pass/fail outcomes tied directly to initial teaching licensure. State portfolios often incorporate similar instruments, requiring candidates to compile evidence such as lesson plans, feedback on student assessments, and reflective narratives, which are reviewed by trained evaluators to verify readiness for certification. These tools promote authentic assessment by integrating real classroom evidence rather than isolated tests.^[99]^[100] Holistic evaluation extends beyond technical skills to include dispositional assessments that gauge candidates' ethics, professional commitment, and growth mindset. Dispositional rubrics, employed by institutions like Western Governors University, assess traits such as empathy, intellectual courage, and a belief in all students' potential to learn, ensuring teachers exhibit the moral and attitudinal qualities essential for ethical practice. These assessments often involve supervisor ratings and self-evaluations, contributing to a comprehensive profile that supports ongoing professional development.^[101]^[102] Evaluations may incorporate social-emotional learning (SEL) metrics to address student well-being. Rubrics in programs aligned with InTASC standards can include criteria for fostering SEL competencies, such as creating supportive learning environments that promote self-awareness, relationship skills, and emotional regulation in students.

Challenges Faced

Pedagogical and Emotional Hurdles

Student teachers frequently encounter significant pedagogical challenges when transitioning from theoretical coursework to practical application in diverse classroom settings. One primary hurdle is adapting educational theory to real-world contexts, particularly in classrooms with varying student backgrounds, abilities, and cultural influences. This "theory-practice gap" often leads to difficulties in integrating research-based pedagogies with immediate classroom demands, as student teachers struggle to translate abstract concepts into effective lesson plans that account for student diversity. For instance, in design and technology education programs, student teachers reported limited critical reflection on how disciplinary knowledge applies to heterogeneous groups, resulting in generic instructional approaches that fail to address individual learner needs.^[13] Another key pedagogical issue involves managing classroom disruptions, which can undermine instructional flow and student engagement. Student teachers often face initial crises in establishing authority and interpersonal relationships with pupils, leading to reactive rather than proactive responses to off-task behaviors or conflicts. During internships, many report heightened stress from balancing strictness with approachability while handling disruptions, such as pupil interruptions that derail lessons, requiring them to develop consistent strategies like clear routines and positive reinforcement. These challenges are exacerbated in secondary education settings, where larger class sizes and diverse pupil motivations amplify the difficulty of maintaining order without alienating students.^[103] Differentiating instruction for students with Individualized Education Programs (IEPs) presents further complexities, as student teachers must tailor content, processes, and assessments to accommodate disabilities alongside general class needs. In inclusive classrooms, this often involves addressing post-pandemic learning gaps and socio-emotional issues for 9-10 students per class on IEPs, amid large enrollments of 20-25 pupils, which strains resources and planning time. Student teachers frequently lack sufficient training and support, such as educational assistants, to implement flexible grouping or modified assignments effectively, leading to incomplete coverage of diverse needs like those for autism or multilingual learners.^[104] On the emotional front, student teachers grapple with imposter syndrome, characterized by persistent self-doubt and fear of being exposed as incompetent despite evident skills. Among pre-service educators, 93.4% experienced at least some level of imposter thoughts, with approximately 57% reporting frequent or severe imposter thoughts that correlate negatively with well-being (r = -0.23) and positively with negative affect (r = 0.43). Women and queer minorities report higher incidences, intensifying feelings of inadequacy during high-visibility teaching episodes. Burnout from full workloads compounds this, as student teachers juggle unpaid teaching duties, coursework, and administrative tasks, leading to emotional exhaustion and reduced accomplishment; moderate levels are common, often attributed to excessive engagement without boundaries.^[105]^[106] High-stakes evaluations heighten emotional stress, often linked to fear of judgment during observations. Specific examples include handling technology failures, such as limited device access (e.g., 5.3 students per computer) or iPad malfunctions disrupting lessons, which amplify frustration and self-doubt amid inadequate training. Cultural mismatches in placements, where approximately 77-80% of teachers are white (as of the 2021-22 school year) serve diverse student populations (about 55% students of color), foster misunderstandings and erode confidence, as preservice preparation inadequately addresses racial and experiential gaps. These hurdles underscore the need for targeted support to foster resilience.^[107]^[108]^[109]

Institutional and Logistical Issues

Institutional barriers significantly hinder the effective implementation of student teaching programs, particularly in securing suitable placement sites. In rural areas, limited availability of high-quality placements stems from the geographic concentration of teacher preparation programs in urban or suburban locations, which results in fewer opportunities for student teachers to gain experience in diverse, underserved settings. ^[110] Rural schools, facing perennial staffing shortages, often struggle to host student teachers due to resource constraints and the low percentage of experienced educators available to serve as mentors—only about 3% of teachers mentor annually. ^[110] Additionally, funding shortages exacerbate these issues, as many programs lack resources to provide stipends for student teachers, forcing candidates to forgo income during unpaid placements and deterring participation, especially among those from low-income backgrounds. ^[40] Logistical hurdles further complicate student teaching arrangements, including transportation to remote placement sites and scheduling conflicts with university coursework. Student teachers are typically responsible for arranging their own transportation, which poses significant challenges in rural or distant locations, with up to 40% of pre-service teachers expressing concerns over travel times, parking, and wait times that disrupt their routines. ^[111] Scheduling mismatches between full-day school placements and required university classes often lead to fragmented experiences, increasing stress and reducing program completion rates. ^[112] Overwhelming paperwork requirements, such as detailed observation logs, evaluation forms, and compliance documentation, add administrative burdens for student teachers, cooperating educators, and supervisors, diverting time from instructional activities. ^[113] Policy impacts from the post-pandemic era have intensified mentor shortages, affecting the availability of cooperating teachers for student teaching. By the 2023-24 school year, 86% of U.S. public schools reported challenges hiring qualified educators, contributing to a 42% citation rate of insufficient cooperating teachers in teacher preparation programs. ^[114] ^[112] As of 2024-25, these shortages persist, with teacher diversity efforts slowing despite ongoing hiring difficulties. ^[115] ^[116] This decline, linked to heightened teacher turnover and burnout following COVID-19, has reduced placement options and strained program capacity, with some states responding through incentives like stipends to bolster mentor recruitment. ^[40] Equity issues in student teaching arise from the underrepresentation of diverse mentors, which impacts the quality and cultural relevance of placements. While 55% of U.S. students are students of color, only 22% of teachers share similar backgrounds, leading to mismatches that limit culturally responsive guidance for diverse student teachers and perpetuate inequities in professional preparation. ^[40] This disparity reduces the effectiveness of mentoring for underrepresented candidates, as fewer diverse cooperating teachers are available to model inclusive practices and address the unique challenges faced by minoritized educators in training. ^[117]

Benefits and Outcomes

Professional Skill Development

Student teaching provides pre-service teachers with opportunities to develop core professional skills critical for classroom success. Enhanced classroom management involves establishing safe physical and psychological environments, fostering trust and teamwork through culturally responsive practices, and maintaining consistent standards for positive behavior by adapting plans to student needs.^[118] Instructional design skills are cultivated by planning lessons based on research, learner needs, and curriculum goals, selecting inclusive resources, integrating technology, and varying strategies to engage diverse learners, often through co-teaching models like station or team teaching.^[118]^[119] Data-driven assessment practices emphasize setting measurable learning outcomes, employing formal and informal techniques to check understanding, analyzing data to inform instruction, and adapting assessments for exceptionalities and English language learners.^[118]^[119] Soft skills are equally vital and emerge through practical immersion in school settings. Effective communication with stakeholders is refined via clear verbal and nonverbal techniques, modeling respectful engagement for diverse groups, and employing inclusive strategies that address biases while using technology and interpretation services as needed.^[118] Adaptability to student needs develops by differentiating instruction, responding to cultural backgrounds, and adjusting teaching based on real-time feedback and assessment data to meet varied learner requirements.^[118]^[119] Reflective practice, frequently facilitated through journals or activity logs, encourages student teachers to analyze their performance, document evidence of student learning, seek feedback, and set professional goals, thereby fostering continuous improvement and self-awareness.^[118]^[120] Longitudinal studies reveal measurable gains in these areas, particularly in teacher self-efficacy, which reaches its highest levels at the end of student teaching placements. For instance, in a study of 34 participants (with scores from 17 who entered teaching), mean self-efficacy scores peaked at 7.71 on a 9-point scale across domains such as classroom management (7.84) and instructional strategies (7.84), indicating substantial growth during the experience before a slight decline in early career years.^[121] These developments contribute to long-term professional assets, as student teaching experiences, including observed lessons and documented achievements, form essential resume components that demonstrate practical competencies for job applications in education.^[122]

Impact on Career Readiness

Student teaching serves as a critical bridge to teacher certification and licensure in most U.S. states, where it fulfills mandatory clinical experience requirements for initial teaching credentials. This hands-on component ensures candidates demonstrate practical competencies before full certification, directly facilitating entry into the profession. Research indicates that completing student teaching significantly boosts job placement prospects, often in districts aligned with their placement sites. In a study of Washington state teachers, they were over 80 times more likely to accept positions in the same district where they student taught (compared to districts 50 miles away), with 40% securing their first job in the host district and about 15% directly hired by the same school.^[123] Furthermore, teachers are over 80 times more likely to accept positions in the same district where they student taught, enhancing geographic and institutional fit for new hires.^[123] The experience fosters valuable networking opportunities through close collaboration with cooperating teachers and school administrators, who frequently provide strong references and letters of recommendation for job applications. These professional connections not only validate a candidate's readiness but also create hiring advantages, as mentors often advocate for their student teachers during recruitment processes. In addition, about 15% of new teachers are directly hired by the same school where they completed their student teaching, underscoring the relational pathways to employment.^[123] By offering realistic classroom exposure, student teaching contributes to higher retention rates among novice educators, mitigating the challenges of the first year on the job. Studies show that beginning teachers who complete student teaching have substantially lower attrition rates compared to those from alternative certification paths without such experiences; for example, in a study of beginning STEM teachers in Texas, graduates of traditional programs with supervised clinical practice had substantially higher odds (more than 50% higher) of remaining in the profession after five years compared to alternative certification graduates.^[124] As of 2023, teacher residency programs emphasizing student teaching reported 75% retention after five years.^[125] This preparation reduces early-career turnover by equipping teachers with proven strategies for classroom management and student engagement. Artifacts from student teaching, such as lesson plans, video recordings of instruction, and reflective journals, form the core of professional teaching portfolios used in job interviews. These compiled materials provide tangible evidence of teaching effectiveness, allowing candidates to showcase student-centered practices and growth during hiring discussions. Portfolios enhance interview performance by offering concrete examples that differentiate applicants, often leading to stronger offers from school districts seeking verified readiness.^[126]

Global and Contextual Variations

Practices in the United States

Student teaching in the United States operates within a decentralized framework where the federal government provides oversight through Title II of the Higher Education Act, which mandates states to report annually on teacher preparation programs, including data on program completers, assessments, and clinical experiences like student teaching to ensure quality and accountability. However, specific requirements for student teaching, such as minimum hours and placement standards, are established by individual states to align with certification criteria. For instance, New York State requires a minimum of 70 days of student teaching, equivalent to approximately 450 clock hours, for candidates seeking initial certification, emphasizing supervised classroom practice in diverse settings.^[127] Common program models for student teaching fall into two primary categories: traditional university-led placements and district-based residency programs. Traditional models, predominant in most states, typically involve 8 to 16 weeks of part-time or full-time classroom observation and teaching under a cooperating teacher's supervision, often coordinated through colleges of education to meet state hour requirements.^[128] In contrast, residency models offer extended, full-year immersion, where candidates co-teach alongside a mentor teacher while receiving integrated university coursework; the Boston Teacher Residency exemplifies this approach, providing paid, year-long placements in Boston Public Schools to build practical skills in high-need urban environments.^[129] These residency programs, inspired by medical training, aim to bridge theory and practice more effectively, with participants assuming increasing teaching responsibilities over the year.^[130] Following the 2020 racial justice movements, teacher preparation programs across the U.S. have incorporated reforms emphasizing anti-bias and culturally responsive training to address systemic inequities in education. Many institutions now integrate mandatory modules on racial literacy, implicit bias recognition, and inclusive pedagogy into student teaching curricula, requiring candidates to apply these principles during placements through reflective practices and equity-focused lesson planning.^[131] For example, programs like those evaluated in recent studies have implemented year-long anti-racism curricula for preservice teachers, fostering skills to disrupt bias in classroom interactions and support diverse student populations.^[132] In 2020–21, approximately 156,000 persons completed teacher preparation programs in the United States, which include student teaching as a key component, contributing to the pipeline of new educators amid ongoing shortages.^[133] Access to these placements, however, reveals urban-rural disparities, with rural areas facing fewer available sites due to geographic isolation and limited cooperating teachers, resulting in longer commutes or mismatched experiences for candidates assigned there. Urban districts, conversely, often provide more diverse placement options but contend with higher competition for spots in high-poverty schools.^[134]

International Approaches and Comparisons

In Europe, student teaching placements for pre-service teachers often feature shorter durations compared to extended models elsewhere, typically ranging from 4 to 8 weeks in systems like Romania, where they equate to about 5 ECTS credits, allowing for focused practical experience integrated with theoretical coursework.^[135] These placements are frequently enhanced through EU mobility programs such as Erasmus+, which support traineeships abroad lasting 2 to 12 months but emphasize shorter, targeted periods of 2 to 60 days for job shadowing and professional development in teaching contexts across member states.^[136] This structure promotes cross-border collaboration, enabling student teachers to gain diverse classroom experiences while aligning with the European Credit Transfer System for seamless integration into national initial teacher education (ITE) programs.^[137] In Asia, particularly Japan, student teaching adopts an apprenticeship model that, while concise in formal duration—often limited to 4 weeks of intensive practicum at the end of teacher preparation programs—emphasizes cultural values like group harmony (wa) and collaborative learning to foster communal classroom dynamics.^[138] This approach integrates pre-service training with ongoing professional development, where novice teachers participate in lesson study (jugyo kenkyu) groups post-certification, reinforcing harmony through collective reflection and peer support rather than prolonged solo placements.^[139] Similar extended apprenticeship elements appear in other Asian contexts, such as South Korea's teacher induction programs, which extend practical training beyond initial placements to include mentorship periods of up to a year, prioritizing relational and holistic skill-building in line with Confucian influences on education.^[140] Developing regions like sub-Saharan Africa and Latin America face significant challenges in student teaching due to resource limitations, as highlighted in UNESCO reports, including acute teacher shortages requiring 15 million additional educators in Africa by 2030 and 3.2 million in Latin America and the Caribbean, often leading to inadequate supervision for pre-service trainees.^[141] In Africa, high pupil-trained teacher ratios (e.g., 55.7:1 on average, reaching 240:1 in Madagascar) and infrastructure deficits—such as only 32% of primary schools with electricity—strain mentorship, with up to 40% of novice teachers leaving within five years due to limited monitoring in rural areas.^[141] Latin America encounters similar issues, with inconsistent supervision systems, as in the Dominican Republic where rural placements suffer from uneven mentor support, exacerbated by underinvestment (only 76% of secondary teachers qualified) and post-COVID workloads that hinder effective oversight.^[141] Initiatives like UNESCO's Strengthening Teachers in the Sahel project aim to address these through improved training frameworks, but resource constraints persist.^[141] Comparatively, while U.S. student teaching emphasizes minimum hour requirements—such as 100 supervised field hours plus 14 weeks (70 days) of full-time placement in states like New York—the UK's initial teacher training relies on competency-based assessments, including e-portfolios that document reflective practice and standards achievement over 120-160 placement days.^[127]^[142]^[143] Globally, post-2015 Sustainable Development Goal 4 trends have driven inclusion-focused reforms in teacher education, with about 61% of countries providing training on inclusive education within teacher preparation programs to promote lifelong learning and access for marginalized groups, as analyzed in recent studies.^[144] This shift underscores a move toward competency-oriented, inclusive models worldwide, contrasting time-based metrics in some regions.^[145]

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[PDF] Using Teacher Portfolios in Educator Evaluation
Specifically, portfolios usually encourage teachers to think and write about what academic standards to prioritize, how well student assignments or assessments ...
[95]
A Framework for Professional Dispositions and Ethics
Oct 18, 2022 · The five core Professional Dispositions include: all individuals can learn, empathy, growth mindset, intellectual courage, and belonging.
[96]
[PDF] Disposition Assessment System Overview - Ball State University
To address these goals, the disposition assessment process for teacher candidates has two components: (1) a disposition rubric system, and (2) a disposition ...
[97]
What Does the Research Say? - CASEL
The benefits of social and emotional learning (SEL) are well-researched, with evidence demonstrating that an education that promotes SEL yields positive.
[98]
Student teachers' classroom management learning process and ...
May 15, 2024 · This exploratory study investigated the process of student teachers' CM competence development and resulting outcomes in the context of secondary education ...
[99]
[PDF] teacher perspectives on contemporary challenges to differentiated
Teachers face challenges in post-COVID differentiated instruction, including helping students overcome learning gaps and addressing their socio-emotional needs.
[100]
Imposter Syndrome Among Pre-service Educators and ... - Frontiers
Imposter syndrome (IS) is the belief that one's success is due to luck and that others will discover your lack of competence (Clance, 1985). Educators who ...
[101]
Full article: Talk of Teacher Burnout among Student Teachers
Sep 14, 2020 · The following paper aims to address burnout from the perspectives of student teachers, as well as how they prepare to deal with the threat of burnout.Abstract · Findings · Proactive Strategies
[102]
[PDF] Challenges and solutions when using technologies in the classroom
The chapter begins by introducing the challenges to technology integration that are external (extrinsic) to the teacher, including access to resources ...
[103]
[PDF] Teacher shortages and cultural mismatch: District and university ...
Further, changing demographics are resulting in racial/ethnic and cultural mismatch between teachers and students they serve, causing additional educational ...
[104]
Rethinking the geography of student-teaching placements in a post ...
Feb 8, 2021 · In this piece, we summarize the connections between student teaching and the problems that some districts and schools face in staffing teaching positions.
[105]
Join the Movement for Paid Student Teaching | NEA
Mar 14, 2025 · Maryland: The Educator Shortage Act provides a $20,000 yearly stipend eligible student teachers to address the state's teacher shortage. To ...
[106]
Eliminating the transportation barrier for pre-service teachers - EdNC
Sep 3, 2024 · 40% of students expressed apprehension about scheduling issues, parking concerns, and/or travel or wait times. Qualitative comments also pointed ...
[107]
Building a strong student teaching model: Districts and teacher prep ...
Feb 8, 2024 · lack of housing and transportation for student teachers (49%) · lack of available cooperating teachers (42%) · lack of time and resources to ...
[108]
Paperwork Does Not a Teacher Make - TNTP
Mar 6, 2014 · New teachers should be required to pass relevant content area exams, have their classroom skills assessed throughout their first year of ...
[109]
Most Public Schools Face Challenges in Hiring Teachers and Other ...
Oct 17, 2023 · Eighty-six percent of US K-12 public schools reported challenges hiring teachers for the 2023-24 school year, with 83 percent reporting trouble hiring for non- ...
[110]
Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color
### Summary of Underrepresentation of Diverse Teachers and Implications
[111]
[PDF] Student Teaching Performance Guide - James Madison University
o Student Teacher Feedback on University Supervisor o Cooperating Teacher Feedback on University Supervisor o Student Teacher Feedback on Placement o ...
[112]
[PDF] Student Teaching Handbook Teacher Candidate Guide Fall 2022
Instructional management = effective classroom management. Develops student mastery through instructional design of lessons. Ensures that students know ...
[113]
The Impact of Reflective Practice on Teacher Candidates' Learning
Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions ...
[114]
[PDF] Changes in Teacher Self–Efficacy from the Student Teaching ... - ERIC
The purpose of this study was to examine changes in teacher self–efficacy from the student teaching experience to the third year of teaching.
[115]
None
### Summary of Advice on Student Teaching Contributions to Resume Building
[116]
Strategic Student Teaching Placement
Jun 14, 2016 · For instance, even after controlling for their hometown location, new teachers are 80 times more likely to take a job in the district where they ...
[117]
[PDF] Examining the Relationship for Beginning STEM Teachers | ARISE
completed some student teaching experience have lower attrition and turnover rates than beginning teachers who did not complete any student teaching experience.
[118]
Teaching Portfolios Provide Evidence of Excellent Work - Edutopia
During job interviews, digital or hard copy portfolios give teachers the opportunity to provide evidence of a student-centered approach to teaching.
[119]
Student teaching minimum raised to 70 days - New York State ...
Apr 29, 2019 · The changes would require at least 48 semester hours of graduate study in all eight core content areas required for certification as a school ...Missing: Title reporting
[120]
Revised Student Teaching Regulations | New York State Education ...
... teachers who are enrolled in graduate programs leading to a certificate to complete only 50 hours of student teaching, and update the minimum qualifications ...Missing: Title II
[121]
The Teacher Residency: An Innovative Model for Preparing Teachers
Sep 15, 2016 · The teacher residency model holds much promise to address the issues of recruitment and retention in high-need districts and in subject area shortages.Missing: traditional Boston immersion
[122]
Boston Teacher Residency - BPE, Inc.
Boston Teacher Residency drives student learning and achievement by equipping new teachers to make an immediate impact in the classroom.Apply · About BTR · FAQs · Residency Year<|separator|>
[123]
Reducing Racism in Schools: The Promise of Anti-Racist Policies
Sep 22, 2020 · These policies require teachers to be mindful of cultural assumptions and bias, develop racial literacy, enact cultural responsiveness, and ...Reducing Racism In Schools... · Anti-Racist Policy In... · A Promising Example
[124]
The Implementation and Outcomes of a Yearlong Racial Justice ...
Jul 7, 2022 · Anti-Racism Programs With K–12 Educators. Less empirical research has been done on the implementation and efficacy of anti-racism training ...Anti-Racism Programs With... · Methods · Shifting Behaviors And...<|separator|>
[125]
Fast Facts: Teacher characteristics and trends (28)
In the 2020–21 school year, there were 3.5 million full-time and part-time traditional public school teachers, 251,000 public charter school teachers, and ...
[126]
Preparing Rural Students for College and Beyond by Improving ...
Jun 25, 2025 · The financial and geographic constraints of rural schools also create barriers to offering advanced coursework such as advanced placement (AP) ...
[127]
[PDF] Teachers in Europe: Careers, Development and Well-being.
To help address the quality of ITE, the analysis looks into the core elements of ITE by focusing on the share of professional training and in-school placement.
[128]
Erasmus+ Job Shadowing: Placement Support
When: during the school year, depending on availability. · Where: all over Europe, depending on availability. · Duration: Flexible from 2 to 60 days.
[129]
Traineeships abroad for students - Erasmus+ - European Union
Aug 8, 2023 · Traineeships abroad can receive Erasmus+ support from 2 to 12 months. Students and recent graduates can also do a blended mobility, which means ...
[130]
How Japan Supports Novice Teachers - ASCD
May 1, 2014 · When U.S. educators first hear that Japanese teacher preparation programs require only four weeks of formal student teaching at the end of the ...Missing: emphasis | Show results with:emphasis
[131]
The Pre-service Training of Japanese Teachers of English
The purpose of this paper is to describe in it's own terms the pre-service teacher education of secondary-level JTEs at general universities and junior ...Course Work · Table 1: March 1996... · The Teacher Employment...Missing: apprenticeship | Show results with:apprenticeship<|separator|>
[132]
The Best Countries in Asia to Teach Abroad - Go Overseas
Jan 12, 2024 · South Korea has been a popular teach abroad destination for almost as long as Japan. Many people get their start teaching abroad in South Korea.
[133]
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Below is a merged response summarizing the challenges in teacher education and supervision in Africa and Latin America, combining all the information from the provided segments. To retain the maximum detail in a dense and organized format, I will use tables in CSV format where appropriate, followed by a narrative summary for additional context and qualitative insights. The response includes all data points, references to sources, and useful URLs as provided.
[134]
Initial Teacher Training 2021/22 - Number of days spent in a ... - HESA
A four year undergraduate programme - 160 days (32 weeks) · A one, two or three year undergraduate programme - 120 days (24 weeks) · A secondary graduate (non- ...
[135]
Roundtable Discussion: Student Teacher E-portfolios: The ...
E-portfolio's for student teachers provide a means to present work and evidence initial teaching standards. The e-portfolio at the centre of this research ...
[136]
Inclusion and education | Global Education Monitoring Report
In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, ...Missing: post- | Show results with:post-
[137]
Sustainable development goals in teacher education - Frontiers
Nov 8, 2023 · This research aims to explore the integration of Sustainable Development Goals (SDGs) within teacher education programs.