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This study examined perceived teaching adequacies of elementary teachers at the University of South Dakota on 31 teaching competencies prior to their student teaching experience and immediately following that experience. Classroom supervising teachers rated their student teachers on those same teaching competencies at the conclusion of student teaching. An analysis of mean ratings revealed that student teachers perceived themselves as being highly adequate to teach following their student teaching experience. Post-student teaching ratings by student teachers and by classroom supervising teachers revealed a moderate, positive relationship. (Author) Reproductions supplied by EDRS are the best that can be made from the original document