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Brock University's (Ontario) Faculty of Education developed and conducted two pilot programs that extended teacher education over 2 academic years. This paper reports the results of a study that followed graduate teachers of the extended preparation program into their first professional year. The study explored participants' perceptions of their confidence and competence to teach as well as their experiences during the first year of professional life. Data from individual interviews (n=16) conducted at mid-year and the end of the year indicated that participants overwhelmingly supported the extended teacher preparation program. None of them identified their most important learning or best experience as coming from the first year of the program. Instead, they were adamant that both their confidence and competence were distinctly higher after the second year. The gains they identified resulted from the time that had been spent in particular ways. The second year had been split equally between a 4-month practicum and returning to the faculty to take additional courses. Students liked the extended course because it allowed them to observe and participate in establishing classroom routines and environments, they were in the school long enough to authentically engage in all aspects of teaching, and they were able to become thoroughly engaged in student learning and observe its development over time. (Contains 15 references.) (SM)

This paper describes a 1-year post-baccalaureate program for preservice teachers at Brock University (Ontario, Canada). The program emphasizes the relationship between course content and what students see and practice during student teaching. There is strong collaboration among faculty, faculty associates, and students. All participants have an essential role. The paper describes coursework requirements which involve observation in public school classes and significant amounts of group discussion and collaborative planning. The program is based on the belief that for students to truly understand effective teaching, they must actively observe others teach, engage in dialogues about teaching, and reflect on their own teaching and that of others. Faculty members actively observe students during their practicum placements and meet with associates to discuss the students and the program. Associates model an activity-based, student-centered program. Brock employs retired personnel who have demonstrated successful teaching and part-time individuals recognized by their boards as leaders in instructional delivery. They obtain full-time teachers by reimbursing boards for substitute teachers required for the time the teachers spend in direct involvement with the program. The program requires collaboration between faculty, students, and the field and a good understanding of each other's roles. From an administrative perspective, the collaboration can be labor intensive, time consuming, and frustrating, but Brock University has largely overcome the problems. (SM)