This study introduces the scope and nature of teacher candidate (TC) supervision in an era of clinically-based teacher preparation. The findings emerged from a qualitative meta-analysis of 82 articles related to TC supervision published between 2001 and 2017. The study recognizes core supervision concepts drawn from decades of empirical literature…

This phenomenological case study investigated teacher candidates' experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching…

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student…

The Office of Field Studies at the University of Tennessee Knoxville has implemented a research-based, collaborative-interactive student teacher supervision program featuring the provision of objective feedback during the preobservation conference, observation, and postobservation conference. (CB)

Illustrates that stress in student teaching can cause both positive and negative reactions. Two hypothetical examples demonstrate how stress causes growth and self-development in one case and pushes a person beyond the adaptive range in the other case. Concludes that a university supervisor is necessary to help modify those reactions. (TRS)

This article examines selected approaches to student teacher supervision within the context of contingency theory. These include authentic supervision, developmental supervision, and supervision based on the student's level of maturity. (MT)

Student teacher effectiveness was evaluated by student teachers, supervising teachers, college supervisors, and pupils using five research questions. A discussion of results is presented. (DF)

Discusses the role of the college supervisor in the student teacher segment of teacher education programs and stresses the need for and importance of the position and the necessity to make it more professional. (MB)

An experiment conducted with student teachers to see if instruction in Vimcet materials and actual classroom experience would significantly change their preferences for learning objectives produced no statistically significant change but did show a gain in mean "Instructional Objectives Preference List" (IPOL) scores. (MB)

A rationale is presented for Early Field Experience (EFE) to support the traditional student teaching segment of preservice teacher education, arguing that EFE will provide the student with more practical experience, acquired at a more natural pace, on which to base career decisions. (MB)

Discussed are nine strategies that secondary school student teachers can use to contribute to the reading improvement of their classes. (JM)

A survey provides data about student teacher supervisors, concerning the duties they perform, their supervising load, academic rank, and the evaluation of student teacher supervisors. University supervisors appear to perform a dual role: On campus, supervisors work on committees, teach classes, and conduct research, and off campus, they represent…

An analysis of student teachers' comments on their field experiences at the University of Iowa is summarized. Results were used in development of a student teacher handbook. (JMF)

The general outline of a course for cooperating teachers and supervisors in student teaching programs is presented and discussed. (JMF)

Results of a survey of supervising teachers regarding their perceptions of problems encountered in supervision are presented. The most common problems between cooperating teachers and student teachers were found to be personal rather than methodological and were related specifically to communication. (JMF)