Abstract
This study examined outcomes of a supervision practicum in which graduate students supervised under-graduates in teacher education during microteaching activities and studied their supervisory behavior using videotape replays of conferences with teacher-trainees. Pre- and post-measures were used to assess changes in conference style as reflected by verbal behavior, and changes in the relationship between conference dialogues and subsequent teaching behavior. Supervisors shifted toward more indirect-supportive conference styles. Conclusions were that videotaped microteaching can be adapted to improve supervisor education by 1.) providing realistic supervisory experience, 2.) serving as a vehicle to modify the conference behavior of potential supervisors, and 3.) serving as a research vehicle for accumulating new knowledge and testing current theories concerning the process of supervision.
Published Version
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