This study aims to examine the approaches used in mentoring and investigate the interactions occurring between pre-service teachers and mentors during the mentoring process. The study is placed in the context of the implementation of Teaching Games for Understanding (TGfU). The theoretical framework of this study was based on situated learning…

Using theoretical conceptions of third space and hybrid teacher education, the authors engaged in a collaborative self-study of their practices as university-based teacher educators working in student teaching partnership settings. The authors sought to understand ways in which hybrid teacher educators foster and mediate relationships to work…

The peripherality of the university supervisor during the student teaching experience has often been considered extraneous to the work of preparing preservice teachers. Despite the supervisor's potential to support learning, the low status of supervision in the preparation of prospective teachers has led to a lack of commitment in preparing,…

Guidelines for selection and professional training of the university supervisor of student teachers are presented. Also included is a summary of responses by 136 cooperating teachers to a questionnaire on effective supervision. (IAH)

Supervising teachers must realize the model role which they are obliged to assume, as the student teacher will generally conclude things should be done the way the supervising teacher does them. (HD)

Suggests that competency-based supervision is essential to help student teachers develop competencies expected of full-time professionals. Effective supervision requires competencies in coordinating a team approach to instruction, long and short range planning, interpersonal relations and conference skills, evaluative techniques, instructional…

In examining the role and responsibilities of the student teacher supervisor, the following demands, or constraints inherent in the job are discussed: (1) the content, skills, and dispositions students are expected to acquire and strengthen, and the aims and objectives the supervisor wishes to set; (2) the level of mastery and competence the…

Interviews with 23 physical education cooperating teachers examined their preparation for becoming supervisors and their supervisory beliefs and practices. Most had no formal preparation and shared no common technical language, instead using memories of their own supervision and experiences. Through their own ingenuity, they exhibited three…

A study examined students' perceptions of what it is that distinguishes effective from ineffective university supervision. Subjects were 83 early childhood education majors enrolled in two field-based reading methods courses offering six weeks of university instruction and four weeks of classroom experience. Students responded to questionnaires…

This article examines selected approaches to student teacher supervision within the context of contingency theory. These include authentic supervision, developmental supervision, and supervision based on the student's level of maturity. (MT)

Suggests that creating valuable and productive student-teaching experiences may be the most important step toward preparing new teachers and keeping them in the teaching field. Offers 10 strategies for supervisors of student teachers. (JOW)

This article identifies and analyzes the differences in demographic status data and reported practices of college supervisors at state and private teacher preparation institutions. (RC)

This paper reports on two studies in which the effectiveness of two types of student teacher supervisors was rated by cooperating teachers and by student teachers. The first study examined cooperating teachers' and student teachers' perceptions of specific performance aspects of university (college faculty) supervisors and of teaching assistants.…

Field experiences for preservice teachers are replete with problems including insufficient budgets and concerns about the dominance of the preservice teacher, cooperating teacher, and university supervisor triad. This paper advocates the development of a diadic model that would, through training, expand the supervisory role of the cooperating…

Research has raised fundamental questions about the traditional supervisor-student-class teacher triad of student teaching and the influence of the social context in which it operates. Some alternative approaches to supervision are reviewed and problems of reconceptualizing the supervisor's role are examined. (Author/MT)