While much research has explored the quality of traditional teacher evaluations, little is known about the quality of ratings in preservice teacher evaluations. This paper presents a case study of Many-facet Rasch measurement (MFR, Linacre, 1989) to explore potential rater effects influencing the quality of supervisor ratings in educator…

In this self-study, the author focuses on ways of embracing and managing a central dilemma of student teaching supervision: balancing assistance with assessment. Drawing on his practice as a field supervisor, the author chronicles conversations with student teachers over a 2-year period in the context of two distinct teacher education programs.…

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student…

Evaluation based on subjective judgment is as much a reflection of the university supervisor making the evaluation as it is of the student teacher being evaluated; there is need for alternative modes of student teacher evaluating, e.g., self-evaluation. (DS)

Three teaching evaluation forms for assessing university supervisors are presented. The forms are designed for use by student teachers, cooperating teachers, and administrators, respectively, and each form uses different criteria. (DS)

The author presents humanistically-oriented evaluation criteria for the assessment of college supervisors, supervising teachers, and student teachers in a competency-based teacher education setting. (MJB)

An experiment conducted with student teachers to see if instruction in Vimcet materials and actual classroom experience would significantly change their preferences for learning objectives produced no statistically significant change but did show a gain in mean "Instructional Objectives Preference List" (IPOL) scores. (MB)

The Office of Field Studies at the University of Tennessee Knoxville has implemented a research-based, collaborative-interactive student teacher supervision program featuring the provision of objective feedback during the preobservation conference, observation, and postobservation conference. (CB)

A survey was conducted at teacher education institutions in Colorado and Wyoming to determine the degree of role conflict and to distinguish between the perceived and the functioning roles of the generalist and the specialist in the supervision of student teachers. (SK)

An analysis of student teachers' comments on their field experiences at the University of Iowa is summarized. Results were used in development of a student teacher handbook. (JMF)

The Fulton Project seems to have reduced student anxiety regarding student teaching by providing the students with (1) a gradual introduction to the teaching process, (2) the opportunity to experiment in a no-fail situation, and (3) the support of peers, cooperating teachers, and college professors. (MM)

Results of a statewide study on student teaching programs in Indiana indicated that school supervisors needed help in improving the quality of on-site supervision. One improvement strategy was the use of school supervisor evaluation as an inservice tool. (JN)

Results of a survey of supervising teachers regarding their perceptions of problems encountered in supervision are presented. The most common problems between cooperating teachers and student teachers were found to be personal rather than methodological and were related specifically to communication. (JMF)

Student teacher effectiveness was evaluated by student teachers, supervising teachers, college supervisors, and pupils using five research questions. A discussion of results is presented. (DF)

This paper examines the preservice teacher-university supervisor relationship within the context of field experiences, with a focus on roles and relationships. After describing typical perceptions associated with the preservice teacher-supervisor relationship, the paper suggests specific ways to enhance the understanding that preservice teachers…