No abstract

This study examined perspectives of field experiences among preservice teachers and their cooperating teachers because of debate in the politically charged atmosphere of No Child Left Behind regarding teacher preparation programs. Nine pairs of preservice and cooperating teachers were observed and interviewed over the course of a semester to determine the effect of these experiences on the future educators. Interviews, observations, and documents were open coded and analyzed to determine themes. Results indicated that relationships between the pairs, based on communication and trust, were paramount to preservice teachers' development. Both preservice teachers and cooperating teachers indicated specific roles that each must engage in to maximize growth. Implications for teacher preparation programs include training of the preservice teachers, cooperating teachers, and university support staff prior to initiation of field experiences.