Abstract
Preservice early childhood educators responded in daily reflection journals on their field experience in local elementary classrooms. These journal entries were categorized according to the frequency of the responses. The focus of the study became the nature of the initial impressions that these preservice educators had of their cooperating teachers. We know that first impressions many times are very important. Much can be learned about how these cooperating teachers handled the first few minutes of interaction with the preservice educators.
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