Abstract
ABSTRACT The purpose of this study was to explore how PETE faculty experience the student teacher placement process of PETE PSTs within different governance structures and placement systems. Based on questionnaire responses, six programs were selected, and the PETE faculty student teacher coordinator for each program was interviewed. Three programs were organized under the College of Education and three were not. Within each governance structure, each of the following placement official structures was represented: College of Education, College of Education with PETE faculty input, and PETE faculty. Programs were organized into cases based on placement official and a cross-case analysis was conducted. All participants agreed that PETE faculty should have a say in placement selection, but the ideal placement system may vary for different programs. Other themes include the importance of relationships with those involved in the placement process and that placements do have an impact on PST development so care should be taken when selecting placements.
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