Innovative student teaching programs have proliferated during the last decade. The author distinguishes among reinvented student teaching programs by examining their underlying as sumptions about knowledge, power, and language in teaching and the various ways these are played out in school-university relationships and explores three contrasting school-university relationships—consonance, critical dissonance, and collaborative resonance—identifying the underlying assumptions of each and examining how problems are defined, goals established, and social and organizational structures for student teaching created. It is argued that collaborative resonance has unique potential to provide students with rich opportunities to learn to teach. This argument is illustrated with a description of the structures and effects of one innovative pro gram, Project START, based on resonance and designed to foster intellectual growth and com mitment to reform in both students and cooperating teachers.
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