NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ965561
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0260-7476
Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers' Conceptual Metaphors
Kim, Taehyung; Danforth, Scot
Journal of Education for Teaching: International Research and Pedagogy, v38 n1 p67-82 2012
Cooperating teachers' beliefs of effective supervision of student teachers may play an important role in mentoring practices. By systematically analysing metaphors unconsciously expressed in the discourse of cooperating teachers concerning supervision of student teachers, these beliefs could be made explicit. This study explored: (1) what metaphors concerning supervision of student teachers are embedded in the cooperating teachers' everyday language; and (2) what central concept of effective supervision of student teachers is shared by the cooperating teachers' metaphors. Analyses of the interviews with the 13 cooperating US teachers showed that their metaphors centred on the issues of interpersonal relationships, power sharing, and tension and conflict. The metaphors converged into a central concept of a non-authoritative approach to supervision of student teachers that embraces relationship issues raised by the participants and provides successful learning experiences for student teachers. A recommendation for future research is suggested. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio