Search results for: Supervisor supervisee relationship
Page 2/3 25 items
This self-study describes the author's experiences as a Korean doctoral student supervising six teacher candidates over one year. The author used self-study approach to examine and improve her own understandings of supervision. The data suggest that the program and the author together were able to influence the attitudes and teaching practices of at least four out of the six participants in this study. Furthermore, the author came to better understand how her recovered identity as a Korean helped her build strong relationships with the participants. Finally, through this study the author learned how power relationships can influence knowledge construction.
Updated: Dec. 02, 2013
This article describes a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discusses pedagogy of supervision from university supervisors’ perspectives. The purpose of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes.
Updated: Nov. 19, 2013
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
In this article, the author focuses on ways of embracing and managing a central dilemma of supervision: balancing support with assessment. The author used a case study method to analyze the interactions between eight student teachers and himself, their university field instructor. The author employed at least five different strategies to provide an educative balance of support and assessment of his student teachers’ work and progress: (a) a ‘‘back door’’ critique of their teaching; (b) a depersonalized approach to assessment; (c) a ‘‘green light’’ indication that they ‘‘passed'; (d) humor; and (e) a focus on student learning.
Updated: Aug. 07, 2013
How Is the Internship Going Anyways? An Action Research Approach to Understanding the Triad Relationship between Interns, Mentors, and Field Advisors
The author examines at the relationship between mentors, interns, and field advisors on a theological internship programme from an action research perspective. The author uses the work of Hans Georg Gadamer as a conceptual framework. The findings reveal that three themes emerged: One of the behavioural themes that came out of each interview with the interns and mentors was the as sense of the initial emotional uncertainty it is connected with the field advisor. Another finding that emerged is the role of the field advisor as the reflective friend. The third finding centres on the theme of the field advisor as being an insider/outsider.
Updated: Aug. 05, 2013
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
The goal of this study is to investigate the process of coaching a mentor of experienced teachers. In particular, the authors sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform.
Updated: Jul. 26, 2011
How Assigned Faculty Mentors View their Mentoring Relationships: An Interview Study of Mentors in Medical Education
This qualitative study explores perspectives of 29 physician mentors on mentoring medical students in a well‐respected medical school’s formal, assigned, longitudinal mentoring program that has a curricular component in the second year. Using a phenomenologic inductive approach, common themes identified centered on mentors’ relationships with their students and the characteristics of the relationships. The researchers indicate the importance of the curricular component for providing a purpose and structure for relationship development and in facilitating relationship development in this assigned mentoring program.
Updated: Jul. 05, 2011
Evaluation of a University‐Based Mentoring Program: Mentors’ Perspectives on a Service‐Learning Experience
The purpose of this paper was to investigate the views of university students serving as mentors in high‐need high schools or community centers. The participants were 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools.
Updated: Jul. 05, 2011
The current paper elaborates a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring. In addition, the authors describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process.
Updated: Jul. 05, 2011