ERIC Number: ED367613
Record Type: RIE
Publication Date: 1993-Nov-11
Reference Count: N/A
Teacher Internships: Perceptions of Various Groups--Mentoring Teachers and Interns.
This paper describes a tri-level model of supervision of secondary teaching interns at the University of Tennessee, Knoxville, and presents research evaluating its efficacy. The supervision model involved the following elements: (1) the university supervisor met with the interns once per week, discussing such topics as lesson planning, assessment methods, and classroom management concerns; (2) the university supervisor met with all mentoring teachers once per month to discuss the status of the interns and any problems; and (3) the university supervisor met with the assistant principal and the faculty associate to discuss the progress of the interns, prior to regular meetings with the interns and mentoring teachers. A questionnaire administered to 2 school administrators, 6 interns, and 10 mentor teachers revealed that regularly scheduled meetings with the university supervisor met their needs and were held often enough; most felt that they were reasonably informed regarding the internship experience; and respondents felt that the internship model had been well coordinated. The study concluded that clear, well-communicated, and mutually decided upon expectations for all parties concerned are a prerequisite to a successful internship program. Appendixes list required courses for the fifth-year teaching internship, outline expectations for interns and mentoring teachers, and provide copies of the questionnaires. (JDD)
Descriptors: Administrator Attitudes, Cooperating Teachers, Extended Teacher Education Programs, Higher Education, Internship Programs, Mentors, Models, Practicum Supervision, Preservice Teacher Education, Secondary Education, Staff Role, Student Teacher Attitudes, Student Teacher Supervisors, Student Teachers, Teacher Attitudes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: University of Tennessee Knoxville
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993).