Abstract
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
 The study was designed to examine the perceptions of relationships formed among members of the student teaching triad and to examine the perceptions of supervision of student teachers given by cooperating teachers and college supervisors. Participants (N = 24) included eight student teaching triads. The study was conducted over a 14-week student teaching experience. In-depth interviews and daily journals were employed as methods of data collection. It was found that training was not received by cooperating teachers and college supervisors and was based on experience. The coalition was formed between the student teacher and cooperating teacher. Expectations of cooperating teachers were higher and based on a pragmatic view whereas expectations of college supervisors were based on theory.
 本文旨在探討實習教學與視學的關係，邀請得24位實習生進行14周的實習教學，初步結果顯示本科教師與大學講師對實習生存有不同的見解。
Highlights
The student teaching triad consists of the student teacher, the cooperating teacher, and the college supervisor (Veal & Rikard, 1998)
The analysis resulted in the following: for student teachers 168 raw data units were condensed into 7 categories and 3 themes; for cooperating teachers, 126 raw data units were condensed into 4 categories and 3 themes; for college supervisors, 142 raw data units were condensed into 5 categories and 4 themes
The results revealed important findings in terms of the implications regarding perceptions of relationships formed among members of the student teaching triad and implications regarding perceptions of supervision of student teachers given by cooperating teachers and college supervisors
Summary
The student teaching triad consists of the student teacher, the cooperating teacher, and the college supervisor (Veal & Rikard, 1998). A majority of the time within the student teaching triad, the coalition will be formed between the student teacher and the cooperating teacher, because those two spend a great deal of time together on a daily basis (Veal & Rikard, 1998). The coalition often remains between the student teacher and the cooperating teacher, due to the absence of the college supervisor (Veal & Rikard, 1998). Many researchers agree that the cooperating teacher is the most important figure within the triad and is viewed as the most important by the student teacher (Gallemore, 1981; Richardson-Koehler, 1988; Rikard & Veal, 1996; Vogt, 1988)
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