Supervision Of Student Teachers Research Articles

Developing responsive disciplinary literacies for student teaching in social studies

AbstractThis collaborative, single‐case study explores the ways a social studies teacher candidate conceptualizes and applies disciplinary literacy (DL) teaching in practicum and student teaching experiences. Through qualitative inquiry of data collected at multiple points in the teacher education program, DL teaching was represented across six themes: skills‐based theory of literacy; deep engagement with content; flow verses disruption; responsiveness; placement impact; pandemic influence. Findings affirm research that teacher candidates can be successful at implementing culturally responsive DL instruction, even in post‐pandemic teaching contexts, with structured supervision. Implications for small programs of teacher education, secondary content area teacher preparation, and student teaching supervision are discussed.

Reflections on strategies for university supervision in special education

University supervisors for special education teachers are preparing teacher candidates to have many roles and responsibilities and to collaborate with many stakeholders, even as they begin their field experiences. In this self-study of teaching and teacher educator practice, we examined the narrative reflections of a university professor in her role as a university professor and supervisor for special education student teachers. Our narrative data revealed: individualized strategies for supporting the supervision of special education student teachers; how these tools emerged directly from background, experience, theory, and beliefs; the value of relationships in university supervision; and, reflection as a diagnostic tool for improving practice and identifying teacher educator knowledge.

Practicum - A space for leadership and mentoring

Associate teachers (AT) play a crucial role in supporting beginning teachers but there is little research that identifies the practicum as an opportunity for advancing ATs’ leadership capability. While research identifies mentoring as central to the way ATs support beginning teachers entering the profession, there is little explicit discussion of the leadership skills ATs engage in and model to student teachers during a practicum experience. Nor is there explicit acknowledgement of the AT role as a pathway to leadership for early childhood educators.
 In this article we draw from a case study located in a provincial New Zealand town and a review of literature to demonstrate that practicum is largely overlooked as a space for early childhood teachers to develop and advance their leadership skills. We argue that mentoring and supervision of student teachers during practicum provides a rich opportunity for associate teachers to increase their own professional knowledge and expertise as leaders within early childhood.

Giving a Listening Ear: Male Student Teachers’ Experiences and Perspectives of Practicum Supervision

Exploring the minute number of male teachers within the classroom is certainly not a new discourse as teaching has increasingly become a feminised profession. Therefore, as male student teachers take on the challenge of becoming teachers, it is imperative that we listen to them as they recount their supervision experiences. These experiences are significantly influenced and impacted by teacher educators and cooperating teachers who are tasked with the responsibility to provide high quality and effective supervision, especially during teaching practicum. Additionally, acknowledging that to attain positive outcomes attached to student teaching experiences, Hunt et al. (2015) have reasoned that teaching practicum is essential in the process of developing quality teachers. Thus, the quality of supervision male student teachers need is heavily dependent on the capacity and expertise of those who supervise them. However, Slick (as cited in Bates & Burbank, 2008) posited that within teacher training programmes and colleges, student teacher supervision is not highly regarded. The purpose, therefore, of this study was to explore, through a phenomenological qualitative nature, the experiences, and perceptions that three final year male student teachers have of the quality and level of supervision they received from college supervisors and cooperating teachers throughout teaching practicum. The insights shared, therefore, provide a reference point to influence the practice and dispositions of college supervisors and cooperating teachers. Additionally, this study provides a premise to conduct additional studies of male student teachers’ experiences and perceptions of teaching practicum and supervision, especially within the Jamaican context.

Physics Student-Teachers’ Challenges during Teaching Practice in Secondary Schools and Their Solutions: A Study of Federal University of Agriculture Makurdi

This study examined the challenges faced by student-teachers during teaching practice and their possible solutions in the Federal University of Agriculture Makurdi, Benue state, Nigeria. To achieve this, the descriptive survey research design was adopted. Four Research questions and four Research hypotheses guided the study. The sample of the study was drawn from five degree options out of the eight degree options in the College of Agricultural and science Education in the study area. Primary data were used for the study specifically obtained using well-structured questionnaire. Two hundred copies of the questionnaires were administered on the respondents and survey data analysed using descriptive statistics and Chi-square test. Results of the analyses showed that classroom management significantly affect student-teachers’ performance during teaching practice in secondary schools. The results revealed that curriculum development and instruction significantly affect student-teachers’ during their practice year. The result also revealed that supervision of student-teachers’ does greatly affect students’ teachers during their teachers during their teaching practice. The study recommends that Proper and maximal attention should be given to the classroom management by student-teachers’ in order to achieve the specific objectives at the end of the lesson in the classroom .There is need for the government to provide good library facilities and laboratories. Keywords: student-teachers’, Teaching practice, Challenges, Secondary Schools.

Using a video app as a tool for reflective practice

ABSTRACTBackground: Videos have been shown to be beneficial in helping teachers reflect on their teaching practice and in contributing to their professional development, as they allow teachers and their mentors and colleagues to analyse teaching from different perspectives.Purpose: This study investigated the perceptions and experiences of some student teachers and their supervisors who used a video application during one practicum period. Student teachers recorded each other’s lessons with the video app, and supervisors oversaw student teachers online, via a portal. The study aimed to explore how far the app constituted a useful tool for student teachers’ professional development and for the supervision of student teachers’ practice.Sample, design and method: The data were collected by gathering the experiences of 12 student teachers and 9 supervisors. Data included focus groups, interviews and video diaries. Analysis was undertaken using principles of content analysis and phenomenographic analysis such as thematising, coding and categorising.Results: Findings suggested that student teachers in general felt that the video app supported their self-reflection. The influence on their professional development may have been limited by factors including lack of guidance for individual and collaborative reflection. Using the video app as a supervisory tool was regarded as challenging in some ways, particularly because video clips taken out of context were unable to capture the classroom’s atmosphere, environment and culture.Conclusions: The study highlights that video excerpts in themselves do not provide a sufficient basis for lesson observation. However, the study’s results draw attention to the app’s potential for guiding individual and collaborative video-based reflection. Consideration should be given to the changes that video-elicited reflection encourages with respect to supervision and its effects on the roles of supervisor and student teacher.

Dialogic pedagogy in the supervision of social studies student teachers

PurposeResearch reveals very little about how the supervision of social studies student teachers ought to be enacted. The paper aims to discuss this issue.Design/methodology/approachBased on the broader arguments for the democratic purposes of social studies, the author argues for the development of the democratic capacities of teacher citizens by creating deliberative and dialogic spaces in social studies field-based teacher education.FindingsFour conceptual dimensions of dialogic pedagogy in the supervision of social studies student teachers are explored: questioning, listening, negotiation, and self-critique.Originality/valueBecause supervision of student teachers is a pedagogical interaction, a pedagogy of social studies field-based teacher education must be grounded in dialogue and deliberation.

School Practice Supervision and Performance of Student Teachers in Higher Institutions of Learning in Uganda: Empirical Evidence from Kyambogo University and Ndejje University

School Practice Supervision and Performance of Student Teachers in Higher Institutions of Learning in Uganda: Empirical Evidence from Kyambogo University and Ndejje University

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

This paper presents an in vivo naturalistic case study of an education college in a Midwestern state university that implemented Cisco TelePresence high-definition teleconference technology in supervising student teachers in rural schools. Guided by a clinical supervision triad model, this approach includes synchronous virtual observation and video-based non-synchronous reflective practice within a triad of university supervisor, student teacher, and cooperating teacher. Results demonstrate that important factors for implementing virtual supervision in rural schools include multiple personnel involvement in teacher education programs and K12 schools and collaboratively developed goals, procedures, and outcomes. It also finds out that virtual supervision serves as a lens to the rural world for student teachers and a catalyst for educational equity for rural schools and districts. Technological aspects of supervision such as equipment description and costs are also provided.

Mentoring for Mentors: The Music Mentor Plus Program

The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.

Enhancing Student Teacher Supervision Through Hybridization: Adding e-Supervision to the Mix

Student teaching is a critical component of the preservice teacher preparation program which has a major role in preparing novices to teach. This capstone experience has been frequently examined and the subject of numerous reform measures. Clinical experiences for preservice teachers have recently seen new recommendations for increased supervisor observational visits to meet accreditation standards. In this study, we sought to determine Iowa State University student teachers’ perceptions of a hybridized supervision approach which included an electronic supervision component. Student teachers participated in one of two focus group sessions held during the final on-campus student teacher professional development session. A researcher not involved with the supervision or grading of the student teachers facilitated the interviews. Interviews were later transcribed and analyzed. Three major themes emerged: Benefits to Student Teachers, Improving the e-Supervision Process, and Benefits to the Teacher Education Program. We conclude that e-supervision has the potential to improve the quality of the student teacher experience and the teacher education program. Recommendations for implementation and further research are provided.

Tablets as a digital tool in supervision of student teachers’ practical training

Published version. Source at http://doi.org/10.18261/issn.1891-943x-2016-04-02 . License CC BY-NC-SA 4.0 .

Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we learned about supervision from our experiences as student teachers, mentors, and university supervisors. We learned about supervision through experiences and insights as they occurred and from the relational dynamics provided by our critical friendship. We dissect critical moments that resulted in a series of key understandings. Autobiography informs practice: in sharing our biographies, we developed an understanding and vision for the type of supervision practice we wished to enact. Reflection and discussion inform practice: by journaling and discussing the supervision process, we reconsidered and acted upon practice. Finally, critical friends provide transformative insights into practice: we learned from each other through interaction and critique of past actions, current practices and future actions. Our collaboration was instrumental in providing a vision that defined our individual pedagogies of supervision. Consistent with other scholarship on the learning of student teacher supervision, this article promotes the provision of a support space for both novice and experienced supervisors to deconstruct and improve practice.

Experiential learning supervision: Implications to education management

The study 'Experiential Learning Supervision: Implications to Education Management' was done during the second semester of Academic Year 2014-2015 employing two sets of respondents: Teacher Education Graduates and Student Teaching Supervisors, who assessed the supervision on student teaching (experiential learning). These sets of respondents were from public and private TEIs in Nueva Ecija such as Nueva Ecija University of Science and Technology, Central Luzon State University, Wesleyan University -Philippines, and Araullo University, Philippines. The following are the results on the assessments of the student teaching supervisors and teacher education graduates from public and private TEIs on student teaching supervision based on these three phases of student teaching activities, as follows: 2.1 Pre-Deployment; 2.2 Deployment; and 2.3 Post-Deployment • Both the student teaching supervisors and the teacher education graduates strongly agreed that the student teaching activities during the pre-deployment, deployment and post-deployment have been carried out properly and have developed the quality of teaching among student teachers. For the comparison of the assessments of student teaching supervisors and teacher education graduates from public and private TEIs based on the above cited phases of student teaching activities, the following results were obtained: • The student teaching supervision of student teaching supervisors from public and private TEIs on student teaching activities during pre-deployment and during deployment do not differ; while there is significant difference on their assessment on post-deployment activities.• The assessment of teacher education graduates from public and private TEIs on student teaching supervision of student teaching activities during pre-deployment and post-deployment have no significant difference. However, supervision of activities during deployment varies from the two groups of respondents. • In the comparison of the assessment on student teaching supervision between student teaching supervisors and teacher education graduates from public and private TEIs in Nueva Ecija, significant difference was found.

Exploring the Use of Tablets for Student Teaching Supervision

Exploring the Use of Tablets for Student Teaching Supervision

The Administration and Managementof Student Teacher Supervision at the Center of Professional Practice of Chulalongkorn University Demonstration Elementary School

The Administration and Managementof Student Teacher Supervision at the Center of Professional Practice of Chulalongkorn University Demonstration Elementary School

English

The purpose of this study was to describe and contrast selected approaches to the supervision of student teachers between Content Specialist and Non-Content Specialist university supervisors. Content Specialist supervisors were identified as trained university supervisors with a background in physical education. Non-Content Specialist supervisors were identified as trained university supervisors without a background in physical education. Both groups of supervisors assessed a prerecorded stimulus tape of an authentic physical education student teaching lesson. The supervisors were asked to complete a written critique of the lesson and engage in an interview to discuss individual supervisory behaviors, strategies, and conferencing techniques. Both groups displayed minor similarities in preparing for, documenting, and constructing critiques of a student teaching observation. However, the two groups displayed a greater degree of disparity in approaches taken to supervision, resulting in the establishment of notable differences between Content Specialist and Non-Content Specialist supervisors.

Differences in Perceptions of the Importance of Subject Matter Knowledge and How These Shaped Supervision and Assessment of Student Teachers on Teaching Practice

The purpose of the study was to establish lecturers and student teachers’ perceptions of the importance of subject matter knowledge and how these views affected supervision and assessment of pre-service and in-service science teachers at University of Mashonaland (pseudonym) in Zimbabwe. The study was largely qualitative and used group discussions, interviews and document analysis to collect data. Lecturers that offered professional courses had varied backgrounds with the majority claiming a background in science education at university level and a large number did not study science beyond Ordinary Level. There were mixed feelings about quality of supervision and assessment received from lecturers who did not have sound science knowledge. Student teachers thought they did not benefit much from supervision by non-science educators and their view was supported by science educators. On the other hand lecturers with no science background insisted they were competent to assess documents and live lessons conducted by the student teachers. Further research was recommended to determine qualitative and quantitative differences in supervision and assessment by lecturers with different backgrounds in science education.

Student Teaching Feedback and Evaluation: Results From a Seven-State Survey

Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. The study collected data in areas such as which students receive feedback, how students are supervised and evaluated, and what types of assessment tools contribute to the evaluation. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions. Finally, the use of specific tools for evaluation varies across programs; about a quarter of programs surveyed use a published tool to evaluate student teachers. The majority of programs use an evaluation tool that is based on local, state, or national standards. Findings are discussed in terms of early childhood teacher preparation programs and the continuing discussions of recommendations for student teaching.

Characteristics of Exemplary Programs in Preparing Graduate Assistants to Teach Economics

Recent research by Walstad and Becker (2010) and McCoy and Milkman (2010) indicate that the vast majority of economics graduate programs perform an inadequate job of training their Ph.D. students to teach. In this paper we report survey data from nine schools often identified as having exemplary programs in preparing graduate students to teach economics. The first part of the survey asked general questions concerning the forms of teacher training and preparation for doctoral economics students; specifically, what are they doing and how are they doing it? The second set of the questions asked whether or not certain topics are addressed during the training, whether there is direct supervision and/or evaluation of doctoral student teaching, and if there is an evaluation of the effectiveness of their teacher training programs. After summarizing the responses to the queries, we note that while successful programs do not adhere to a standard instructional format there is widespread agreement about the content the programs should provide.