Search results for: Supervision
Page 2/3 24 items
Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers’ Conceptual Metaphors
This study was aimed to examine how cooperating teachers engaged in the supervision of student teachers conceptualised mentorship. This study also examined how cooperating teachers cognitively framed and gave meaning to their supervising role and work. Twenty distinct metaphorical concepts were found in the data. These 20 metaphors demonstrated three categories that indicated relationship issues between the cooperating teacher and the student: ‘interpersonal relationship’, ‘power sharing’ and ‘tension and conflict’. All of the metaphors found in this study centre on the concept of horizontal mentoring relationships that engender a balance of power.
Updated: Nov. 13, 2013
The authors used advanced online Bug in Ear (BIE) technology as an approach to supervise and to provide 13 teachers in training with virtual coaching feedback online, in real-time, during their distant clinical experiences. The results confirmed that improvements in participants’ use of research-based instructional strategies were achieved, in part, through immediate virtual coaching feedback delivered from a distance, using advanced online BIE technology.
Updated: Jun. 25, 2013
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning
This follow-up study explores whether and how supervision makes a difference to teacher learning. The study describes the learning process of Nicole, an experienced teacher who had participated in the initial study. This study took place in the context of a national reform in the higher levels of secondary education in the Netherlands. During the supervisory sessions, Nicole found a way of reflecting on situations. She shifted her perspective from action-oriented reflection by herself to meaning-oriented reflection together with the students. The supervisor also helped Nicole become aware of the thought patterns obstructing her in working toward her ideal.
Updated: Jul. 18, 2012
Creating A “Third Space” in Student Teaching: Implications for the University Supervisor’s Status as Outsider
The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. University supervisors created a unique pedagogical space for student teachers. This space allowed student teachers to learn across different discourse communities. Yet this configuration led the university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into the authors' student teaching seminar.
Updated: Jun. 28, 2012
Features and Strategies of Supervisor Professional Community as a Means of Improving the Supervision of Preservice Teachers
This study addresses the problem of professional development for teacher education supervisors. It explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs.
Updated: Jun. 27, 2012
The goal of this study is twofold: 1) to capture differential frequencies of mentor teachers’ reflective moments, as indicators of different levels of consciousness in mentor teachers’ use and acquisition of supervisory skills during mentoring dialogues; 2) the authors explore methods for registering mentor teachers’ reflective moments in mentoring dialogues. 30 mentor teachers from primary education in the Netherlands were participated.
Updated: Sep. 07, 2010
This yearlong self-study investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns’ learning to respond to student diversity. Influences such as the field instructor’s supervisory practices, the school context, and collaborating teachers are discussed. Suggestions are offered for reframing how supervisory work is approached and areas for future research.
Updated: Jun. 20, 2010
Co-Analysis of Work in the Triadic Supervision of Preservice Teachers Based on Neo-Vygotskian Activity Theory: Case Study from a French University Institute of Teacher Training
The goal of this study was to evaluate the effects of the joint training activities of a cooperating teacher and a university supervisor during an advisory visit on (a) the professional development of a preservice teacher's activity and (b) the reorganization of mentoring activity following this visit. The discussion focuses on the conditions that led to the greater effectiveness of the advisory visit, which is an integral part of teacher training programs that alternate classroom work with co-analysis of the work.
Updated: Dec. 21, 2009
Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation
The present study investigated the effectiveness of cooperating teachers at four sites where several of the factors associated with effective supervision were present. In the first stage of the research, information was gathered through interviews and artifact collection about cooperating teachers' supervisory preparation, practices, and perceptions. In the second stage of the research, researchers used ex post facto methods to used ex post facto methods to identify background and intervention factors associated with their effectiveness levels. 13 pairs of cooperating-teacher-student-teacher from four sites participated in the study.
Updated: Jul. 15, 2009
In this study, the authors determine the efficacy of two-way videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Participants include two special education pre-service teachers and four university supervisors of practicum and student teaching experiences.
Updated: May. 07, 2009