Abstract
The importance of a university supervisor has been challenged and affirmed, yet few studies have examined the complexity of the supervisor's role in the student teaching triad. An elementary supervisor and her interactions with student teacher and cooperating teacher are examined through taped and transcribed interviews, and three-way conferences as well as artifacts from supervisory responses, and evaluation instruments. The case study focuses the supervisor's expectations and tensions resulting from her dual role in assisting and assessing. Findings reveal that we must better understand perceptions, expectations, and obligations of the supervisor as well as those of the cooperating teacher and student teacher to better understand the student teaching experience.
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