The effect on aircraft positional awareness when taught by a flight simulator versus a special overhead transparency as measured by a student achievement test

Practices expected to be a part of the cooperating teachers' responsibilities during student teaching can impact the success of the experience for the student teacher. Specialized preparation in supervision is not typically required for cooperating teachers.;Seven areas of supervisory practices were identified for this study: (a) orientation, (b) establishing effective relationships, (c) observation, (d) planning, (e) guiding teaching, (f) supervisory conference, and (g) evaluation.;The questions studied were whether perceptions of cooperating and student teachers regarding the cooperating teachers' application of the areas of supervisory practice differed, whether the importance of these areas assigned by the cooperating and student teachers differed, and whether cooperating teachers perceived training in these practices as beneficial. Sixty-seven cooperating teachers and 63 student teachers were surveyed. Four survey items related to each area of supervisory practice.;Chi-square tests were used to analyze the responses of the cooperating and student teachers regarding the application of supervisory practices. Significant differences were found in the frequencies of responses in two areas of supervisory practice, planning and evaluation. No significant differences were found in the remaining five areas.