Student Teaching: perceptions of supervisory meetings

Abstract

The purpose of this study was to compare subjective accounts of supervisory meetings from the respective viewpoints of student teachers, cooperating teachers, and university supervisors; and to examine changes in these viewpoints over the course of the first semester of student teaching. Participants were 25 student teachers, their cooperating teachers, and eight university supervisors who completed protocols at the conclusion of each of three supervisory meetings held at approximately equal intervals during the first semester. Responses to the protocols reflected participants' interpretation of the topics and accomplishments of each meeting. Results revealed three distinct perspectives depending upon the sensitivities and concerns of participants. Student teachers perceived that more time was spent discussing their shortcomings than did the other two groups. The nature of topics discussed was also related to the sequence of the meeting. As the semester progressed, participants perceived that less time was spent discussing student teachers' shortcomings. The primary function of the supervisory meeting shifted from one of suggesting possible solutions to problems to one of providing positive feedback concerning the student teacher. In sum, the supervisory meeting was neither a uniform nor a static experience for the parties involved.