![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
In this study, we examined a student teaching study abroad program where one Midwestern university has partnered with United States Department of Defense Education Activity schools in Germany. We explored university supervisors’ perceptions and experiences in their supervisory role for this student teaching study abroad program. In this qualitative study, framed by Self-Determination Theory and the motivators of autonomy, relatedness, and competence, we identified six emergent themes related to responsibilities in serving student teachers, relationships among stakeholders, advantages as a supervisor, approaches to student teachers’ effectiveness, university support systems, and challenges and areas to improve the program. Further research is needed into the perspectives of mentor teachers involved in student teaching study abroad programs.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Rachel Louise Geesa
Rachel Louise Geesa, EdD, holds degrees in art education, educational psychology, gifted education, school superintendency, and educational administration and supervision. Dr. Geesa’s research agenda focuses on exploring academic, professional, and personal development and support systems for educational leaders in national and international settings. Recent study topics are related to educational leadership and integrative STEM education, mentoring, school counseling and principal relationships, and supervision in international student teaching programs. Dr. Geesa taught and served as an administrator in PK-12 schools in the United States, South Korea, and Japan.
Nicholas P. Elam
Nicholas P. Elam has served in a variety of roles in P-12 schools, including as a principal, assistant principal, athletic director, and teacher, at the elementary school, middle school, and high school levels, in diverse and rural settings. Dr. Elam's research focuses on teacher evaluation systems, and the intersection of leadership and athletics.
Abigail D. Teeters
Abigail D. Teeters is the Vice Principal of Academics at Bishop Watterson High School in Columbus, Ohio. Her experience includes instruction with PK-higher education, specializing in visual arts, curriculum development, instructional coaching and research in educational leadership.
Thalia M. Mulvihill
Thalia M. Mulvihill, Ph.D. serves as Professor of Social Foundations and Higher Education, and Acting Assistant Provost at Ball State University. Her areas of Research and Teaching include Qualitative Research Methods, Innovative Pedagogies, and History & Sociology of Higher Education with a focus on women and gender issues.