Using an interdisciplinary, post-qualitative, pedagogical methodological (Burke, Crozier, and Misiaszek 2017) practice of "timescapes" (Adam 1998, Burke 2018a), I explore my longest teaching/mentoring relationship, spanning two decades. I conceptualize this process as a post-qualitative encounter (Davies et al. 2013). The first half of…

This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we…

We explore how two "happenings" representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to…

Coteaching has two important but different applications in schools. First, coteaching between in-service general and special educators provides support for students with disabilities included in general education settings. Second, coteaching between cooperating or mentor teachers and their student teachers provides support for student teachers in…

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 results are considered from a theoretical…

One of the perennial challenges for academics working in the area of professional experiences (practicum) is how to negotiate the constantly moving and contradictory boundaries around their work. A number of questions arise. Firstly, how do they cope with the "shifting, changing landscape" (Clandinin, 2008) of the university and at the…

The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired…

Discusses a study of three-way supervisory conferences. Despite an asymmetrical power relationship between the university supervisor and student teacher, the two parties played complementary roles, with the former providing more input requiring reflection and evaluation and the latter providing more input pertaining to classroom practicalities and…

Presents the case study of Heidi, a beginning Spanish teacher struggling with self-definition while shifting from content-area expert to friend to caring adult. The technical approach to supervision failed Heidi. To discover Heidi's actual experiences would have required relating to her in ways not encouraged by the existing evaluation system.…

In 1987, Connecticut Department of Education initiated the CORE Institute to administer its Cooperating Teacher and the Beginning Educator Support Teacher Program. Although findings of a state program evaluation survey were positive, a subsequent case study of the cooperating teacher/student teacher relationship disclosed possible difficulties…

Although many studies examine benefits to the mentees, this study examined the growth and development of the mentors in the context of a particular teacher induction program, the University of Missouri Teaching Fellowship Program. This program is unique in that mentors are released from classroom duties to mentor two fellows, conduct professional…

Using case studies, examines five alternative supervisory approaches based in both theory and practice: mentoring, peer coaching, portfolios for differentiated supervision, peer assessment, and action research. Collaborative relationships, shared decision making, reflective listening and practice, and enabling administrative leadership were…

A research-based administrative training program prepares principals and mentor teachers to evaluate classroom instruction. Since 1986, nearly 300 principals and teachers have participated in the Techniques of Responsive Intervention to Validate Effective Teaching program (TRIVET), which has been offered as a graduate course and year-long…

To help beginning teachers succeed, principals should identify individual teachers' strengths and weaknesses during the interviewing/hiring stage, balance neophytes' workloads, limit their extracurricular activities, establish expectations, select veteran mentors, offer informal formative assessment, be specific about classroom observations, and…

During the 1985-86 school year an Intern-Mentor Program was implemented in all four regions of the District of Columbia Public Schools by the Incentive Programs Office. This program, designed to improve the teaching performance of first-year, beginning teachers, involved 90 new teachers and 10 specially selected mentor teachers. Mentors provided…