Examining a Program Designed to Improve Supervisory Knowledge and Practices of Cooperating Teachers

Autor/in	Erbilgin, Evrim
Titel	Examining a Program Designed to Improve Supervisory Knowledge and Practices of Cooperating Teachers
Quelle	In: Teaching Education, 25 (2014) 3, S.261-293 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2014.889671
Schlagwörter	Cooperating Teachers; Practicum Supervision; Practicums; Cooperation; Case Studies; Student Teachers; Mathematics Instruction; Supervisor Supervisee Relationship; Feedback (Response); Reflection; Meetings; Research Universities; Credibility; Teacher Attitudes; Secondary School Mathematics; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Practicum; Praktikum; Praktika; Case study; Fallstudie; Case Study; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematics lessons; Mathematikunterricht; Meeting; Tagung; Forschungseinrichtung; Glaubwürdigkeit; Lehrerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	This article reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The program was planned as a kind of practicum: the cooperating teachers participated in the program while working with a student teacher. The program included activities where the cooperating teachers reflected on their supervisory beliefs and practices in collaboration with each other. The case study method was used, where the case was the designed program. Data analysis indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10