"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Sharpening Skills for Our Century (Valerie von Frank); (2) Lessons from a Coach: First, I Assess How Teachers Learn (Julie…

Taking Teaching Seriously expands and enriches discussions about teacher preparation in the United States. Its authors describe the unique contexts for teacher preparation offered by liberal arts institutions and analyze the effects of these programs on their graduates and on K-12 schools. They emphasize that the goals and conditions for teacher…

Since constraints on time, resources, and even energy often come into play in finding opportunities for meaningful discussions about pedagogy between the novice teacher (NT) and the supervisor, post-lesson conversations at the school site can often be brief, superficial, lacking reflective self-analysis, narrow in focus, interrupted, or even…

A 2003 study about the lives of retired leaders in teacher education reminds us of the significant role that others play in the academic development of professors of education. That study also reveals significant changes in the nature of our work as teacher educators. The authors stress the need for universities to pay greater attention to the…

Discusses the supervisory class visit and subsequent tutorial as an important part of the teacher training process. (JOW)

The secondary student teaching program at the University of New Hampshire incorporates resident supervisors'', teachers who supervise student teachers responsible for four of the supervisor's classes. (SP)

The purpose of this study was to determine if the providing of a basic encounter group experience to supervisors has any effects on the supervisees of these supervisors as compared to the supervisees of supervisors who did not have this experience. Twelve advanced graduate students served as the supervisor-trainee subjects. Each supervisor trainee…

Reflective models of supervision have shifted the emphasis from teaching observations as primarily evaluative events to events intended to promote teachers' reflective practice. This paper presents a longitudinal action research study investigating post-observation interactions between language teachers and their supervisors in an American…

Beliefs about the validity and merit of self-, peer- and group-assessment practices are presented from 213 pre-service primary teachers and 30 staff who teach them. Both groups were surveyed using comparable items. A subset of seven staff participated in semi-structured interviews. Staff were far more supportive of peer- and self-assessment…

The study discusses the professional identity and aspects of professional development of Clinical Faculty Teacher Educators (CFTEs) teaching methods courses in a College of Education during a time of change. The above aspects were revealed while analyzing data collected to evaluate an in-service professional development course for CFTEs. Data…

This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically examining empirical literature on key aspects of mentor teachers' behaviour during dialogues with prospective teachers. From the findings a model is derived which can be used to study mentor…

Student teaching has been institutionalized on the basis of several questionable assumptions, not on the basis of research or realistic assessment of field situations. Pinpoints these weaknesses. (Author)