May. 10, 2010
Source: Teaching Education, Volume 21, Issue 3, 2010, Pages 263 - 278.
This article provides a conceptual framework for university supervisors, recasting their role as teacher pedagogues focused on responding to the particular contextual needs of student teachers as they learn to teach.
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.