ERIC Number: ED373026
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 18
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Supervisory Conferences: Promoting Inquiry and Reflection in Preservice Teachers.
Byra, Mark
This study evaluated the effect of two different supervisory conferencing strategies on preservice teachers' reflective practices. Two questions guided the investigation: (1) "what effect does type of supervisory dialogue have on preservice teachers' reflective practices?" and (2) "what effect do different post-lesson tasks have on the content of preservice teachers' reflective responses?" Fourteen physical education teacher education majors, each taught three lessons in a K-6 parochial school. All lessons were audio and video taped for the purpose of post-lesson analysis. Subjects were assigned to one of two groups--a directive supervision (DS) group, or a collaborative supervision (CS) group. Both groups conferenced with the same trained supervisor subsequent to each lesson. In the DS post-lesson conferences, the supervisor targeted the preservice teacher's strengths and weaknesses and offered concrete solutions for the weaknesses. In the CS post-conferences, the supervisor questioned the preservice teachers about their strengths and weaknesses (sample dialogues are included). Findings suggested that a "student-tell teacher-listen" supervisory conferencing approach is more suited to helping preservice teachers reflect on their teaching than a "teacher-tell student-listen" approach. (Contains 52 references.) (LL)
Descriptors: Conferences, Education Majors, Higher Education, Learning Strategies, Lesson Observation Criteria, Physical Education Teachers, Preservice Teacher Education, Questioning Techniques, Skill Analysis, Student Development, Student Teacher Evaluation, Student Teacher Supervisors, Student Teachers, Teacher Improvement
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A