College Supervision of Student Teaching: A Time to Reconsider

Bowman, Novy

doi:10.1177/002248717903000310

Cited by 39 publications

(8 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Findings such as these have frequently served as springboards for proposals intended to improve the practice of teacher education-e.g., by providing better training for cooperating teachers (Kilgore, 1979) or by abolishing the role of college supervisor (Bowman, 1979). However, the significance of this research for teacher education lies not in its establishing one category of trainers as more influential than another, but in its pointing out that some of the trainers exert more influence than others.…”

Section: Who Influences Student Teachers?mentioning

confidence: 95%

Using Occupational Socialization Research to Explain Patterns of Influence During Student Teaching

Corbett

1980

Journal of Teacher Education

View full text Add to dashboard Cite

It is generally acknowledged in the teacher education literature that cooperating teachers have more influence than college supervisors or professors on the kind of teachers student teachers become (e.g., Boschee, Prescott, & Hein, 1978). However, much less attention has been given to explaining why cooperating teachers seem to be so influential. Research on occupational training suggests that one explanation may reside in how the relationships among trainees and their trainers are structured. More specifically, this research shows that the influence of trainers varies with (a) the kind of setting in which two parties interact, and (b) the frequency and kind of interaction. Who Influences Student Teachers?Numerous studies have compared the relative importance of cooperating teachers, college supervisors, and methods professors for student teachers. Collectively, these studies examine the impact of trainers on student teachers' attitudes about teaching and on their classroom behavior. Although the modal finding is that schools and cooperating teachers influence student teachers more than college personnel (Friebus

show abstract

Section: Who Influences Student Teachers?mentioning

confidence: 95%

Using Occupational Socialization Research to Explain Patterns of Influence During Student Teaching

Corbett

1980

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…While Balogun (1974) believes that supervision can affect the quality of teaching, Bowan (1979) and Fagbulu (1984) question the present value and quality of supervision and, in return, have suggested more techniques. Akimoyewa (1990) defined the term "teaching" in an apprenticeship system and a Teacher Education Programme is not complete without the exercise".…”

Section: Concept Of Teaching Practicementioning

confidence: 99%

Management Of Teaching Practice In The Preparation Of Nigerian Certificate Of Education (NCE) Teachers

Asaya

2010

TLC

View full text Add to dashboard Cite

If the teacher must be "everything" to the learner as well as be the character-model to society, as it is commonly expected, his training must be such that is not only comprehensive but well articulated. Such training must be based on sound conceptual understanding and reasoning that have been developed within the matrix of practice and experience (Ehiametalor, 1990). Consequently, this paper examines a brief historical background of the teacher training institutions in Nigeria, taking a look at the meaning and objectives of teaching practice and some management problems militating against the professional preparation of teachers-in-training. This paper further considers the strategies that could improve the management and supervision of teaching practice, generally, and in colleges of education, in particular.Suggestions are made on how to ensure that the professionally prepared teachers are retained in the education system through appropriate incentives and motivation.

show abstract

“…Zeichner (1980) has documented the commonly held &dquo;myths&dquo; about field experiences and the realities which exist in practice. Patty (1973), Andrews (1976), Bowman (1979), and Zimpher, deVoss & Nott (1980) describe the state of college/university supervision of student teachers, the lack of support by institutions, and the importance of and need for greater commitment of resources to this important part of the preparation program. A survey of the 50 states by Stell, Rabinow, Houston, Cooper, Warner, and Johnston (1976) showed that 44 states had no formal credentialing process for supervising teachers.…”

Section: And Johnsonmentioning

confidence: 99%

Legal Issues Relating to Field-Based Experiences in Teacher Education

Morris¹,

Curtis²

1983

Journal of Teacher Education

View full text Add to dashboard Cite

We live in a legalistic age. The influence of our system of jurisprudence is a continuing, ever-present force pervading all aspects of our daily lives and institutions. In no area is this influence more prevalent or important than in our educational system. The purpose of this article is to address important legal issues relating to field-based experiences in teacher education. More specifically, the focus will be on the expanding role of field-based experiences and the legal implications of this expansion, the legal support system now in existence in various states, and the identification of areas in which further efforts are needed to insure quality in field-based experiences.

show abstract

College Supervision of Student Teaching: A Time to Reconsider

Cited by 39 publications

References 2 publications

Using Occupational Socialization Research to Explain Patterns of Influence During Student Teaching

Using Occupational Socialization Research to Explain Patterns of Influence During Student Teaching

Management Of Teaching Practice In The Preparation Of Nigerian Certificate Of Education (NCE) Teachers

Legal Issues Relating to Field-Based Experiences in Teacher Education

Contact Info

Product

Resources

About