Abstract
Rust focuses on how preservice super visors think about their practice and how they communicate their knowledge to student teachers. Three key findings emerge from an analysis of journal en tries by university supervisors. First, there is remarkable consistency be tween what supervisors write in their journals and their interactions with their student teachers. Second, there are dif ferences between experienced and new supervisors having to do with supervi sory experience and ability to reflect on and talk about practice. Third, super visors appear to follow a path of profes sional development similar to that iden tified by Frances Fuller with regard to teachers.
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