IDENTIFIERS Preservice Teachers; *Professional Socialization

This study examined the student teaching experience of three preservice special education teachers. Journal entries, observations, and participant interviews were used to develop a description of the experience from the perspective of the participants. The case studies were organized around the following topics: how preservice special educators construct their concepts of special education; the image of special educators that student teachers bring to their student teaching experience; what the student teachers learn of their role within a specific school culture; how they adjust to the unwritten rules and ways of being part of the school culture; and effects of the school placement, university preparation, cooperating teacher, and university supervisor in shaping the student teacher's experience. The research identified three major themes related to prior perceptions, reactions to the building culture, and choices of teaching strategies. Findings were also analyzed in terms of personal, ecological, and professional knowledge and skills dimensions. The study concluded that the student teachers made strong connections between university preparation and actual classroom practice in student teaching experiences, especially when supported by professionals in a collegial atmosphere. (Contains 53 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document