Search results for: Supervisors
Page 2/3 24 items
This article presents literature review that describes a systematic analysis of 113 empirical studies conducted between 1996 and 2009. This review portrays a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils’ diversity. The review shows that the individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged.
Updated: Feb. 18, 2014
Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment
The purpose of this study is to examine the relationship between university supervisors’ predictions and teacher candidates’ performance on a summative assessment based on a capstone teaching event, part of the Performance Assessment for California Teachers (PACT). The findings indicate that university supervisors’ perspectives about their candidates did not always correspond with outcomes on the PACT teaching event, a summative performance assessment. In addition, most of the candidates with the highest and lowest scores on the assessment were not those for whom the supervisors anticipated outstanding or poor performance.
Updated: Jul. 02, 2013
Defining the Job of University Supervisor: A Department-Wide Study of University Supervisors’ Practices
This article explores how individual university supervisors, operating within a teacher education department of a college of education at a large public U.S. institution, valued, defined, and enacted their supervision of student teachers. Fourteen university supervisors from the secondary teacher education department at Smyth University participated in this study. The findings reveal that the participants agreed on the importance of the work of the university supervisor in integrating university coursework and practical classroom experiences. The findings demonstrate supervision is not enacted the same way by university supervisors in this department.
Updated: Dec. 26, 2012
We're All in this Together: Collaborative Professional Development with Student Teaching Supervisors
The current article describes a collaborative professional development experience with student teaching supervisors. The participants were 98 preservice teachers and 16 early childhood supervisors from early childhood teacher education program at a large, public university in the southeastern United States. The findings reveal the strengths and weaknesses of the project. The findings offered some suggestions to improve the collaborative professional development. The authors conclude with the recommendation that university-based personnel must understand the complexity of school-based supervision and work to find ways to foster more collaborative and supportive relationships with supervisors.
Updated: Dec. 24, 2012
This article presents a case study from a larger research study which examined teachers’ experiences as supervisors of preservice teachers. This case study focuses on the experiences of two female supervisors, Kathy and Sally. The findings reveal that three contextual factors are significant to the supervisors' stories: the mature age of the preservice teachers; the preferred collegial practice of the supervising teachers; and the professional recognition they had been afforded by the school.
Updated: Nov. 27, 2012
This article describes a phenomenological study that aimed to explore the relationships between university supervisors, in-service and pre-service teachers (triads). Two triads participated in a joint pre-service and in-service professional development project. The key research findings indicate that : (1) when triads were engaged in projects that promoted participants' synthesis of products as they enlist what they are learning, collaborative positioning occurred; and (2) adequate time for interactions led to another influential social force: the establishment of trust and relationships.
Updated: Jun. 13, 2011
This article provides a conceptual framework for university supervisors. The author uses care, thoughtfulness, and tact as a conceptual framework. The author argues for an interactive and responsive pedagogy of field-based teacher education grounded in the university supervisor's concern for the development of the student teacher.
Updated: Jun. 13, 2011
Standards-Based Performance Assessment for the Evaluation of Student Teachers: A Consequential Validity Study
The study was conducted to evaluate the consequential validity of the instrument Samples of Teaching Performance (STP). The participants in the study were 20 supervisors and 62 student teachers from three elementary and five secondary teacher preparation programs in Chile. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process.
Updated: Mar. 22, 2011
A central component in pre-service teacher training is teaching practice and feedback. In some cases, feedback results in disquiet and tension . Many researchers attribute this tension to the incompatibility of the assessment and development roles that the trainer must perform. However, this research suggests that tension may also be rooted in a difference in expectation amongst trainers and trainees about the purpose and performance of feedback.
Updated: Aug. 03, 2010
This study examines how the author’s experience as a classroom teacher shaped the pedagogical decisions which the author made during his first semester as a university supervisor. Furthermore, this self-study provides an insider’s account of the author’s practice as a novice university supervisor. The findings suggest that the author constructed a pedagogy of field-based teacher education. This pedagogy was guided by a rationale which the author terms in loco paedagogus, whereby the author instructs students based on how the author would react in a similar situation.
Updated: Jun. 20, 2010