ERIC Number: ED200499
Record Type: RIE
Publication Date: 1981
Perceived Benefits of the Social Studies Teacher from the Experience of Supervising Social Studies Interns.
Bill, Willard E.
The focus of this study was to analyze the learning benefits accrued by the experienced teacher from supervising a secondary social studies student teacher. Teachers in the Puget Sound region of the state of Washington were surveyed. They were asked to respond to questions to determine how well participating in the supervision of the student teachers had enhanced their professional development. Thirty nine of the 53 teachers surveyed returned the questionnaire for a return rate of 73%. Teaching experience of those participating averaged nearly 14 years. Results include the following. Only one of the competencies was determined to be significant in the professional development of the teacher as a result of the supervision. The teacher did learn to use "concepts and generalizations as organizing frameworks for planning and teaching social studies." The study then examines possible reasons why the supervising teachers did not accrue more benefits from the experience. First, it may be that the experienced teachers have a knowledge of teaching methodology that far surpasses what they might learn from the student teachers. For example, one of the respondents remarked, "I could have marked most of these items higher, but it was not the result of my contact with the student teacher that I employ those techniques." Another reason why the supervising teachers did not benefit more may be that the student teachers are not able to translate the skills they are learning into the public school educational process. Perhaps the student teachers are not given the opportunity to explain skills they are using, or they are not adept at demonstrating teaching competencies. Methods professors need to give attention to the competencies that the public school teacher reports have low influence on their professional development. (Author/RM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A