NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1016279
Record Type: Journal
Publication Date: 2013-Oct
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2155-9635
How Faculty Supervise and Mentor Pre-Service Teachers: Implications for Principal Supervision of Novice Teachers
Range, Bret; Duncan, Heather; Hvidston, David
International Journal of Educational Leadership Preparation, v8 n2 p43-58 Oct 2013
The intent of the study was to ascertain university faculties' perceptions, through semi-structured interviews, about supervision and mentoring of student teachers. Findings indicated faculty supervisors' perceived feedback to student teachers about student engagement as important. Additionally, supervisors believed building trust with student teachers was instrumental to the supervisory relationship, yet they believed they did little to intrinsically motivate student teachers. Supervisors mostly used two steps of the clinical supervision model, namely extended observations and post-observation conferences. Finally, faculty supervisors described a directive-control approach when remediating ineffective student teachers and reinforced the idea that effective teacher supervision is a collaborative effort. Implications for principals' supervision of novice teachers are included.
NCPEA Publications. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A