Abstract
Sixty-three recent graduates and 171 university supervisors of special education teacher preparation programs served as a sample in a survey determining perceptions of the quality of student teaching supervision. A questionnaire was completed by all randomly selected subjects from across the nation. The results indicated that slight differences of opinion were found between the perceptions of the recent graduates and the university supervisors related to the quality and nature of student teaching supervision. It is suggested that in some instances greater emphasis is placed on the prestudent teaching knowledge base than on the development of teaching competencies acquired by the student teaching experiences.
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Schedule a callMore From: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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