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|Title:||University Supervisors' Perceptions of Their Function in the Student Teaching Practicum|
|Author(s):||Taylor, Patricia Morrin|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training|
|Abstract:||This study examined university supervisor's self-reports in oder to explore their short-term goals, the relationship of those goals to the aims of student teaching, the courses of those goals, and the actions taken in relation to those goals.
Six University of Illinois student teacher supervisors were interviewed in this study. In these interviews the supervisors articulated short-term goals related to the more general aims of student teaching. When goals for the upper 25 percent of the students were compared with those of the lower 25 percent, the results suggested that when supervisors felt that the student teachers were doing well, the supervisors identified fewer goals, primarily goals involving specific methods and techniques. If the supervisors were concerned about the student teachers, they tended to identify a broad range of goals.
The sources for goals, and actions taken in response to the goals, were identified and categorized. Of the goals articulated by all of the supervisors, 89.1 percent were communicated to the cooperating teachers and 89.5 percent to the student teachers. When the patterns of actions taken in relation to the upper 25 percent of the students were compared with those of the lower 25 percent of the students, the results suggested that the actions taken with student teachers and cooperating teachers reflected the supervisors' perceptions of the student teachers' performances. The more concerned the supervisors were about student teachers, the more actions and time was taken with the cooperating teachers and student teachers.
The findings suggest that this supervision role includes working through cooperating teachers and student teachers. The goals articulated by supervisors combined with the high percentage of goals communicated to student teachers and cooperating teachers suggest that the supervisor is directive and involved, providing direction and intervening as situations dictate. This suggests that the supervisor's role is unique, probably that of a leader. The supervisor may influence both the cooperating teacher's input and the student teacher's response to the cooperating teacher through goal formation and goal communication.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983.
|Date Available in IDEALS:||2014-12-15|