Two studies evaluated student teachers' preferences for directive or nondirective supervision. Both studies revealed a significant preference for the directive approach, contradicting much current theoretical writing. A third followup study showed student teachers' initial preference for the directive method gave way to the nondirective approach…

Findings are reported from an investigation which assessed the extent to which the supervisory style used by secondary education preservice teacher supervisors during microteaching lessons contributed to the preservice teachers' understanding of various teacher-centered and student-centered teaching strategies. (IAH)

This study investigated the value of course embedded faculty-supervised fieldwork for pre-service teacher candidates. These candidates were enrolled in undergraduate literacy and special education courses at a small private liberal arts college. Both qualitative and quantitative data were collected to ascertain students' perceptions of course…

Data were collected from 307 senior level student teachers over 3 semesters in rural and urban placements and from 78 cooperating teachers on the qualities they considered most important for cooperating teachers. Cooperating teachers also offered information about skills and practices that work successfully in the student teaching relationship.…

This study ascertained the relationship between rankings of 47 supervising classroom teachers and their attitudes toward education. Independent rankings of supervisory effectiveness were obtained from 47 classroom teachers, 91 student teachers, and 12 university personnel. Each classroom teacher completed two standardized attitude toward education…

Traditional supervision of teachers in American schools is often mislabeled. In practice, it is more an exercise in administrative monitoring and evaluation instead of a method to help teachers grow and improve professionally. Clinical supervision, developed as an alternative to traditional supervisory methods, focuses on the non-evaluative use of…

Surveys about student teacher and student counselor supervision examined whether student practicum progress and supervisory strategies were consistent with a developmental model. Progress was consistent with a developmental model for student counselors but not student teachers. Supervision strategies for student counselors and student teachers…

The incongruence between organizational realities of student teaching and the Cogan/Goldmanner clinical supervision model are presented. The development of a new model of supervision geared to the realities of student teaching is recommended, and suggestions for approaching a new model are offered. (MT)

Designed to promote equitable and fair student teacher practicum supervision and evaluation, contextual supervision (CS) can be used by both college and school-based supervisors. This approach is supported by current reforms in teacher education, contemporary supervisory models, and validation in actual practice. (IAH)

The research project described here explored the complexity of the relationships in a group supervision model of teacher education, focusing on the empowerment of teachers as confirmed by their involvement, collegiality, and reflection. The theoretical frameworks informing the project were: the concept of connectedness as described in feminist…

To survey current secondary school practices in the supervision of student teachers of English, ISCPET sent out questionnaires on this and other aspects of the student teaching program to 837 U. S. colleges and universities that prepare English teachers. Four aspects of English student teaching programs were emphasized in the survey--arrangements…

The ways in which cooperating teachers give shape and meaning to their work in practicum settings is one of the most critical elements of initial teacher education. This international comparison draws upon surveys of Australian and Canadian cooperating teachers. The global contrast highlights taken-for-granted assumptions in local settings that in…

Designed as an analytic, exploratory inquiry into the manner in which preservice elementary school teachers make sense of their early science teaching performances, this study focused on how teachers exhibited a capacity for understanding pedagogy. Specifically, it concentrated on the reflective process as it occurred in the context of clinical…

THREE PARTICULAR PROBLEMS WERE THE CONCERN OF THIS STUDY--(1) THE VALIDITY OF ADMISSIONS DATA USED IN ELEMENTARY TEACHER EDUCATION PROGRAMS, (2) THE EFFECTS OF DIFFERENT STUDENT TEACHING PLACEMENTS, AND (3) THE RELATIONSHIP BETWEEN JUDGMENT RATINGS OF STUDENT TEACHERS MADE BY STUDENT TEACHING SUPERVISORS USING THE REGULARLY EMPLOYED OBSERVATIONAL…

Presents a dialog on student teacher supervision between university supervisors from the U.S. and Wales. After describing an observation of and conference with a Welsh elementary student teacher, the dialog discusses the supervisors' observations and their expectations for student teachers, and analyzes the effects of the cross-cultural…