Abstract
This study explores the interpersonal dynamics of a graduate student teaching assistant supervisor, department chair, cooperating teacher, student teacher in a traditional teacher education program at a university. The study focuses on supervisor efficacy in university and school site communities and her attempts to define her role. The primary data sources included taped and transcribed interviews with triad members; taped transcripts and field notes of student teaching seminars; transcripts of three-way conferences during the semester; and field notes of discussions with the supervisor. Findings reveal the importance of teacher education programs to consider reform efforts related to supervision.
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