Portrait of the Shared Student Teaching Experience

Abstract

With renewed attention to the value of reflection on the part of both practicing teachers and teachers in training, and increasing emphasis on the transition of the preservice teacher from student to practfcing professional, the student teaching experience assumes even greater significance than it has traditionally been accorded. The study of reflection on the part of both practicing and preservice teachers can perhaps be best approached through qualitative methods. In this investigation, five special education student teachers and their cooperating teachers maintained weekly journals reflecting upon successive themes. Their responses provide a portrait of a shared personal and professional growth experience.