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|Title:||The Effects on Student Teachers of Supervisory Personnel in an Innovative Student Teaching Experience|
|Author(s):||Ball, Judith Irene|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training|
|Abstract:||Content and process of supervision were studied to ascertain (1) their relationship to student teachers' levels of concern and (2) their effects on student teaching practice, in a setting in which three student teachers were responsible to teach a third/fourth grade classroom for one semester. No cooperating teacher was present; the university supervisor's role was expanded. The data were examined using a case study approach. Data sources: written accounts of meetings, observations and conferences; three interviews with each student teacher; and results of two administrations of Fuller's Teacher Concerns Checklist.
Results. (1) Concerns indicated most often by both supervisory personnel and student teachers were task concerns. (2) The supervisory function was to assist the student teachers in "getting through" the semester. Definable changes in student teacher behaviors in planning, teaching, and in working as a team were not seen as effects of supervision.
Selected Related Findings. (1) Teaching concerns of the student teachers were in contradiction with Fuller's and Bown's predictions. (2) Initial and final orders of concerns of the project student teachers were impact, self, task. (3) The concern which showed the greatest increase in importance was the task of teaching. (4) Support functions provided to the student teachers appeared to be in conflict with promotion of reflective thinking. (5) Support and evaluative roles of the supervisors were in conflict with each other. (6) Informal daily interactions between the student teachers and the principal were more influential in shaping student teacher attitudes about the principal's supervision than were formal evaluations.
Recommendations. (1) Support and evaluation roles in the supervision of student teachers should be separated. (2) Goals of the supervision of student teachers should be clear at the outset of the supervisory experience. (3) Methods must be studied to better teach prospective teachers how to use the coursework they have taken to lessen the gap between theory and practice. (4) The relationship between expressed day-to-day concerns, measured concerns, and teacher behavior should be studied using "regular" teachers. (5) The role of the principal in the supervision of student teachers should be explored and expanded.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|