Search results for: Supervisory practice
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Reflective movements in the professional development of teacher educators as supervisors of student research in higher education
Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, the authors developed such a vision and methodology and studied the development of 17 teacher educators as research supervisors during a programme that introduced this methodology. They questioned participants about affect, and understanding regarding their role as a student research supervisor, and their perception of their competences to perform that role. Results showed that teacher educators became more aware of their role, and became more critical about their own competencies. Growing awareness of the implications of their role as student research supervisors seemed to result in a lower self-efficacy regarding the performance of this role. Implications for the training of teacher educators are discussed.
Updated: Dec. 16, 2021
Improving Supervisor Written Feedback: Exploring the What and Why of Feedback Provided to Pre-Service Teachers
This study examines the content (i.e., pedagogical skill) and purpose (i.e., praise or suggestion for growth) of university supervisor written feedback in order to improve the quality of observational evaluation provided to elementary and secondary pre-service teachers. Interview data reveal key factors influence the content of supervisor feedback, including the pre-service teacher’s instructional context and learning needs, as well as the supervisor’s content knowledge and teaching beliefs. Findings reveal supervisors provided significantly more praise versus suggestions for growth, and commented much less frequently on key practices, including supporting emergent bilinguals. Implications highlight the importance of supporting supervisors with targeted professional development opportunities which allow for critical examination of their feedback.
Updated: Nov. 07, 2021
In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behavior.
Updated: May. 09, 2010
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