85
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community

, , &

References

  • American Association of Colleges for Teacher Education [AACTE]. (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation: A report of the AACTE clinical practice commission. https://aacte.org/wp-content/uploads/2022/10/cpc-full-report-final.pdf
  • Association of Teacher Educators [ATE]. (2023). Clinical experience standards (3rd ed.). https://ate1.org/field-experience-standards
  • Barahona, M. (2019). What matters to supervisors and is this reflected in what they do? Analysing the work of university supervisors of the practicum. Journal of Education for Teaching, 45(3), 262–276. https://doi.org/10.1080/09589236.2019.1599509
  • Bates, A. J., Drits, D., & Ramirez, L. A. (2011). Self-awareness and enactment of supervisory stance: Influences on responsiveness toward student teacher learning. Teacher Education Quarterly, 38(3), 69–87. https://link-gale-com.ezproxy.indstate.edu/apps/doc/A274955703/ITOF?u=indianastateuniv&sid=summon&xid=64de29a0
  • Beck, C., & Kosnik, C. (2002). Professors, and the practicum: Involvement of university faculty in preservice practicum supervision. Journal of Teacher Education, 53(1), 6–19. https://doi.org/10.1177/0022487102053001002
  • Buchanan, R. (2020). An ecological framework for supervision in teacher education. Journal of Educational Supervision, 3(1), 76–94. https://doi.org/10.31045/jes.3.1.6
  • Bullough, R. V., & Draper, R. J. (2004). Making sense of a failed triad: Mentors, university supervisors, and positioning theory. Journal of Teacher Education, 55(5), 407–420. https://doi.org/10.1177/0022487104269804
  • Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2020). A Framework for naming the scope and nature of teacher candidate supervision in clinically-based teacher preparation: Tasks, high-leverage practices, and pedagogical routines of practice. The Teacher Educator, 55(2), 214–238. https://doi.org/10.1080/08878730.2019.1682091
  • Caires, S., & Almeida, L. S. (2007). Positive aspects of the teacher training supervision: The student teachers’ perspective. European Journal of Psychology of Education, 22(4), 515–528. http://www.jstor.org/stable/23421521 https://doi.org/10.1007/BF03173469
  • Campbell, T., & Lott, K. (2010). Triad dynamics: Investigating social forces, roles, and storylines. Teaching Education, 21(4), 349–366. https://doi.org/10.1080/10476210903518396
  • Capello, S. (2020). Reexamining faculty roles in the supervision of pre-service teachers: Responding to the call for clinically-rich teacher education. Journal of Educational Supervision, 3(3), 18–42. https://doi.org/10.31045/jes.3.3.3
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. https://doi.org/10.1080/0161956X.2014.939009
  • Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22(8), 1118–1129. https://doi.org/10.1016/j.tate.2006.07.007
  • Griffiths, M., Shean, M., & Jackson, D. (2021). Supervision in initial teacher education: A scoping review. Issues in Educational Research, 31(2), 476–494.
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
  • Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. https://doi.org/10.1598/RRQ.43.2.3
  • Hart, A. (2020). Interpersonal dynamics of the supervisory triad of pre-service teacher education: Lessons learned from 15 years of research. Georgia Educational Researcher, 17(2), 1–28. https://doi.org/10.20429/ger.2020.170203
  • Holmes Group. (1990). Tomorrow’s schools: Principles for the design of professional development schools. Author.
  • Jacobs, J., Hogarty, K., & Burns, R. W. (2017). Elementary preservice teacher field supervision: A survey of teacher education programs. Action in Teacher Education, 39(2), 172–186. https://doi.org/10.1080/01626620.2016.1248300
  • Kolman, J. S. (2018). Clinical supervision in teacher preparation: Exploring the practices of university-affiliated supervisors. Action in Teacher Education, 40(3), 272–287. https://doi.org/10.1080/01626620.2018.1486748
  • Magnusson, E., & Marecek, J. (2015). Doing interview-based qualitative research: A learner’s guide. Cambridge University Press. https://doi.org/10.1017/CBO9781107449893
  • McCormack, B., Baecher, L., & Cuenca, A. (2019). University-based teacher supervisors: Their voices, their dilemmas. Journal of Educational Supervision, 2(1), 22–37. https://doi.org/10.31045/jes.2.1.2
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
  • National Association for Professional Development Schools [NAPDS]. (2021). What it means to be a professional development school: The nine essentials (2nd ed.). [Policy statement]. Author.
  • National Council for the Accreditation of Teacher Education [NCATE]. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. A report of the Blue Ribbon Panel on Clinical Preparation and Partnership for Improved Student Learning. NCATE. https://files.eric.ed.gov/fulltext/ED512807.pdf
  • O’Grady, E., Guilfoyle, L., & McGarr, O. (2018). “Biting one’s lip” and “distancing”: Exploring pre-service teachers’ strategies in dysfunctional professional relationships. Asia-Pacific Journal of Teacher Education, 46(4), 369–383. https://doi.org/10.1080/1359866X.2018.1469115
  • Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86–99. https://doi.org/10.1177/0022487119894230
  • Salo, A., Uibu, K., Ugaste, A., & Rasku-Puttonen, H. (2019). The challenge for school-based teacher educators: Establishing teaching and supervision goals. Teacher Development, 23(5), 609–626. https://doi.org/10.1080/13664530.2019.1680426
  • Slick, S. K. (1997). Assessing versus assisting: The supervisor’s roles in the complex dynamics of the student teaching triad. Teaching and Teacher Education, 13(7), 713–726. https://doi.org/10.1016/S0742-051X(97)00016-4
  • Snow, J. L., Jacobs, J., Pignatosi, F., Norman, P., Rust, F., Yendol-Hoppey, D., Naiditch, F., Nepstad, C., Roosevelt, D., Pointer-Mace, D. H., Kosnick, C., & Warner, C. (2023). Making the invisible visible: Identifying shared functions that enable the complex work of university-based teacher educators. Studying Teacher Education, 19(3), 351–375. https://doi.org/10.1080/17425964.2023.2213717
  • Uusimaki, L. (2013). Empowering pre-service teacher supervisors’ perspectives: A relational-cultural approach towards mentoring. Australian Journal of Teacher Education, 38(7), 15. https://doi.org/10.14221/ajte.2013v38n7.1
  • Veal, M. L., & Rikard, L. (1998). Cooperating teachers’ perspectives on the student teaching triad. Journal of Teacher Education, 49(2), 108–119. https://doi.org/10.1177/0022487198049002004
  • Weiss, R. S. (1994). Learning from strangers: The art and method of qualitative interview studies. Free Press.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89–99. https://doi.org/10.1177/0022487109347671

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.