Purpose: The purpose of this paper is to share the reflections of a group of five academics who started supervising practice-based doctoral students at a similar time in the same institution. Design/methodology/approach: The supervisors engaged in a collaborative research process themselves, exploring their supervision practices, due in part to…

There is a current consensus in the literature and policy documents on postgraduate supervision that positions mentoring as the most effective supervision strategy. Authors suggest that this approach to supervision overcomes some of the problematic, hierarchical aspects embedded in supervision as a pedagogical practice. They portray supervision as…

This issue, focusing on keeping current on professional affairs, examines professional development participation, professional attitudes of vocational agriculture teachers, the Agricultural Education Division of the American Vocational Association, professional participation of the beginning teacher and the new teacher educator, professionalism…

Disagreement about what constitutes good teaching persists because people's perceptions of education and of teaching are often bound up in their ideologies and undisclosed prejudices. Concentration on the form of the educational enterprise--on what is universal, as opposed to subjective--is urged. Implications for supervisors and for evaluation of…

Illustrates that stress in student teaching can cause both positive and negative reactions. Two hypothetical examples demonstrate how stress causes growth and self-development in one case and pushes a person beyond the adaptive range in the other case. Concludes that a university supervisor is necessary to help modify those reactions. (TRS)

Explores constructivist teaching assumptions of early childhood teacher preparation programs: (1) active adult learning is valued; (2) educational reform begins in university classrooms; (3) translating best practices and research into teaching contributes to classrooms and student teacher supervision; (4) maintaining links to K-12 education…

Pedagogical correctness "is characterized by a set of 'right' and often avant-garde beliefs about how the curriculum and schools should be structured." When supervisors avoid supervisory methods that are considered not "pedagogically correct" or fail to adopt practices considered incorrect, instructional improvement is likely to be compromised.…

Explains why and how organizational development can be effective at improving performance and job satisfaction in schools and maintains that the person most likely to apply it effectively is the instructional supervisor. (JM)

This paper describes the daily interactions between university liaison and K-12 faculty and administrators at a professional development school. It contrasts various levels of collaboration and interaction within professional development schools and student teaching environments, contending that educational community develops in effective…