ERIC Number: ED324296
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
The Transition and Supervision of Student Teachers in Elementary Schools: A Comparative Analysis of Two Assignments.
Burstein, Nancy Davis
Nine student teachers kept logs and responded to questionnaires during their two student teaching assignments of 7 weeks and 8 weeks in the spring semester. The student teachers transitioned from observing to actual teaching more quickly in the second assignment. Within the assignments, however, the time they spent observing at the beginning of their assignment varied widely. In addition, there was significant diversity in the student teachers' experiences in their transition and supervision, regardless of their ability and performance, and despite the emphasis of the program. All student teachers who experienced inadequate transitioning and supervision were dissatisfied with their assignment, but strong student teachers appeared to overcome the situation while the weak floundered. The findings suggest that an emphasis on transition and supervision is important, but that this emphasis does not ensure quality transition or supervision. Both the transition into teaching and supervision can be enhanced by emphasizing the importance of both elements, providing information on how they can be done effectively, and monitoring these activities throughout student teaching to ensure appropriate implementation. Ten tables are appended. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 1989).