This study investigated the effectiveness of a team supervisory conference in eliciting pupil divergent thinking in a trial lesson. The first hypothesis was that pupils who are asked divergent questions by student teachers who have had a team supervisory conference prior to the lesson will express more divergent thought in a ten-minute lesson than those questioned by student teachers who have not had such a conference. The second hypothesis was that a student teacher who has had a team supervisory conference between a practice and a criterion divergent questioning lesson will ask significantly more divergent questions in the criterion lesson than those who did not have such a conference. The subjects were 24 female University of Maryland (Baltimore County) elementary student teachers and 240 elementary pupils from neighboring school systems. Students and student teachers were divided into either a control group or a treatment group. All student teachers were given an assignment to prepare one 10-minute lesson that would elicit divergent thinking from a group of five pupils. Student teachers in the treatment group then participated in a supervisory conference with a teacher center coordinator and a supervising teacher. All the student teachers--both treatment and control--then taught the same lesson (criterion lesson) to a second group of pupils. The lessons of both groups were videotaped. The first hypothesis--that the pupils of student teachers who had participated in a supervisory conference would produce more divergent thinking in the criterion lesson--was confirmed; the second hypothesis--that the supervisory conference would increase the number of divergent questions asked by student teachers--was not confirmed. (MM)