This study examined the experience of three secondary
science student teachers from Western Oregon State College
in Monmouth, Oregon during the Spring quarter of 1990. The
question was: What is student teaching like from the point
of view of the student teacher?
The research methodology was qualitative, more
specifically participant observation, prolonged engagement,
and using the Constant Comparative Model. Data sources
included audio taped journals from the student teachers,
transcribed audio tapes from seminars, video tapes of
teaching, rich descriptions from field notes made by the
researcher, a journal from one cooperating teacher, and a
journal kept by the researcher.
Analysis of the data set produced 81 coding
categories. A data set was marked, cut and filed under
these coding categories. Patterns and generalizations were
drawn from the categorized data set.
The three student teachers had widely varied
experiences. The analysis of data resulted in the
generation of seven hypotheses concerning student teaching.
They were as follows:
1. Student teachers react to the student teaching
experience differently.
2. The student teaching experience may be so complex that
a total, Gestalt, understanding of it is not possible.
3. For some student teachers, there is a critical point,
called The Wall.
4. The nature of the critical point and the outcomes of
the experience vary greatly among the student teachers.
5. Student teachers need a support group or support
individual available during the student teaching
experience.
6. The cooperating teacher(s) is/are a stronger influence
on the student teacher than is the college supervisor.
7. The predictors for success in student teaching
that were used in this study are likely unreliable
