Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context

Abstract

The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired dyads and how participants responded to the innovation. The findings suggest teachers and junior faculty can undertake bottom-up reform within larger systemic constraints.