Induction into teaching is the process of changing one's image, status, and performance from that of a student to a professionally licensed teacher . The discovery and practice of one's own most effective teaching style becomes the primary goal of the student teaching experience. The following induction pattern, tailored to the individual, will facilitate the discovery and development of that style, at a pace designed to establish a sense of confidence and competency in the student. Differentiation between the three categories is at times narrow, and frequently they will overlap. It is most important, however, for all three to be viewed both individually and in relationship to the others.
Observation is an integral, on-going aspect of the student teaching experience.
It should have a direct focus on instruction and the role of the teacher as a facilitator of instruction. It should also focus on the ways in which the supervising teacher manages time, materials, and the classroom or school environment to ensure that instructional opportunities are maximized. When observing the supervising teacher in an instructional role, the student teacher should consider the areas of planning , content , instructional techniques , and evaluation . Specific questions the student teacher might ask appear on page 21 of this booklet. This includes a wide variety of possible activities, ranging from working with individual pupils on a tutorial basis on a single topic, to working with small groups, to teaching the whole class a segment of a topic or unit.