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The article discusses the importance of secondary preservice teachers' knowledge of the First Amendment rights of the U.S. Constitution as it relates to student rights. The author comments on the criteria issued by the U.S. Supreme Court that allows educators to limit student rights of expression. The U.S. Supreme Court decision of "Morse v. Frederick" is presented as it relates to the ability of educators to limit student expression when it impacts the school. Also discussed are the legal issues regarding students' threatening speech and behavior in the U.S. Supreme Court case "Bethel v. Fraser." The article reviews a study in Florida about teacher preparation regarding the implementation of first amendment rights.

The article offers tips for a cooperating teacher on what to do prior to accepting a student-teaching placement. It suggests checking out the student teaching manual of the student's university and attending a preparation course for new cooperating teachers. The cooperating teacher is also reminded that her students should always be her first priority with the needs of the student teacher as secondary. Providing the latter a list of specific expectations and teaching behaviors is recommended.

The article provides a concise and up-to-date synthesis of the published case law where a student teacher was the plaintiff, or suing party, and the defendant was an institution of higher education and/or the cooperating local school district. There were 28 of these court decisions, and the outcomes favored the defendant institutions in 23 of them (82%). The remaining cases were mostly inconclusive or were limited victories for the student teacher, serving as less-than-robust precedents, The court cases fall under three broad categories: admission and placement of student teachers, accounting for 6 of the cases (21%); conditions of student teaching, accounting for 4 of the court decisions (14%); and dismissal of student teachers, accounting for 18 of the court cases (64%). Across the three categories, constitutional claims amounted to the predominant avenue of litigation against school districts and those institutions of higher education that were public, whereas breach of contract was the primary basis of litigation against private higher education institutions. Helping to fill a gap in the professional literature for student teachers and educational institutions, this study serves as a step forward for institutional policies and practices of preventive law and for curricular material in teacher preparation programs, including case studies based on these published precedents. [ABSTRACT FROM AUTHOR]

The article discusses the human freedom cherished by the members of human society. The teachers obtain the important position to help the children learn what it means to live and become a contributing member of the society which requires responsibility and behavior. The student teachers needed the quality of experienced for the threshold of personal realization. Moreover, the student teachers were given the opportunity to work and learn together with the educators having the insights, understandings, and skills that release the potential of humans.

The article focuses on a survey of U.S. state superintendents of education which found a gap in student teaching's legal status. The survey focuses on the following areas: the requirements for supervising teachers, state's definition and understanding of student teacher, and the legal protections given to the student teacher working as pre-professionals in the public schools. The survey reveals that two-thirds of the states do not have legal requirements for the appointment of supervising teachers. States that set criteria generally focus on degrees earned, teaching experience, and special courses on supervising student teachers. However, a growing number of states require the teacher to have had a course in supervising student teachers.

The article discusses some legal consideration about the status of student teachers in the U.S. A New York decision has indicated that student teachers have different legal status from a certified teachers if no specific statute or administrative regulations exists. In Oregon, a statute law give student teachers full authority to teach just like a certified teachers while a Connecticut law requires the local school board to protect the student teachers. The county superintendent is authorized by a California statute to issue preliminary temporary certificate to student teachers. These certificates give them authorization to teach without salary from district funds and they are under the supervision and control of a certified teacher.

The article describes several areas in student teaching that need particular attention by departments of education in the U.S. In the program, student teachers are expected to learn and carry out sound theory in actual practice and evaluate its workability. Other members of the educative process include the cooperating teacher and the college supervisor. One concern in student teaching relates to the competency of a cooperating teacher. The cooperating teacher should be: able to talk easily with the student; able to explain teaching practices to the student; able to deliver criticism constructively and objectively with the thought of helping the student grow. The second is related to the lack of legal status of student teaching. The third area is that of the remuneration of cooperating teachers.