This article suggests ways in which teacher supervisors and trainers on short courses can reposition their role by making the feedback conference more collaborative and trainee-led. The authors argue that by taking a more dialogic approach and exploring critical incidents, trainee teachers can develop reflective skills and take more ownership of…

Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and…

Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical…

New teacher evaluation reform efforts in the United States hold principals accountable for improving teaching and learning. Yet little is known about how effective principals are at these instructional leadership tasks or how principals experience and adapt to the demands of teacher evaluation reform over time. In the current study, principals (n…

The current study aimed to examine the perceptions of principals on aspects of the ecological school culture that contribute to novice teachers' retention. Narratives of 16 Israeli middle-schools and high schools principals were analyzed based on the social-ecological model. This model considers the different environments related to the…

This article explores supervision conferences in (Religious Education) RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are 'representation' and 'safe space'. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The…

Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of…

This case study aims to contribute to the burgeoning evidence base on teachers working in refugee settings and to provide the Government of Kenya, United Nations High Commissioner for Refugees (UNHCR) and other key partners with research-informed policy guidance to inform the ongoing effective management of teachers to ensure quality education for…

School principals are responsible for supervising STEM teachers, yet many principals did not teach in the STEM fields and have limited training in STEM content, process and practice. This presents a challenge for principals when they observe STEM classrooms and provide feedback to teachers. In this paper the authors describe a study about…

This study focuses on how Finnish pre-service teachers' instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from 153 pre-service teachers and analysed using structural equation modelling. We found that experiences with problem behaviour…

This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and…

This article presents a design for supporting theory-practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and…

Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways…

The nature of quality within home-based early childhood education (HBECE) services is important, since all children have the right to access high quality ECE whether it is centre or home-based. HBECE services are increasing more rapidly than other EC services in New Zealand, and their flexible hours, local contexts, and favourable ratios and group…

Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide…