In Loco Paedagogus: The pedagogy of a novice university supervisor

Clinical Supervision Model in Teaching Practice: Does it Make a Difference in Supervisors’ Performance?

“…However, interestingly little has been done in terms of the preparation of supervisors (Elfer, 2012). Thus, supervisors are mostly left alone with little or no training and are left to their own devices in their efforts to establish their pedagogical perspectives (Cuenca, 2010a). In a quest to improve supervisory skills, research assessing the views and expectations of teacher trainees' related to their supervisors in Turkish practicum settings has increased considerably over the last two decades (Gürsoy, et al, 2013;Paker, 2003;Sağ, 2008;Yılmaz, 2011).…”

Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

“…Elfer's experience is an example of an emerging teacher educator struggling to come to terms with the loss of his teacher identity. As noted in the emerging literature base on university supervisor development, supervisors are often poorly prepared and do not fully understand the roles they have to fulfill (Cuenca, 2010;Elfer, 2012;Ritter, 2007). When the role of supervisor falls on the shoulders of graduate students, there are additional challenges associated with their developing role as teacher educators (Cuenca 2010;Ritter, 2007Ritter, , 2009Ritter et al, 2007).…”

“…He was concerned that, like Brandon and as suggested by Cuenca (2010) and others he had read on supervision, he might be left to sink or swim as a supervisor. However, Mark was determined not to repeat the practice of his student teaching experience.…”

“…clinical faculty, graduate students, or retired teachers) supervise student teachers with minimal support for their work (Beck & Kosnik, 2002;goodlad, 1990). Teacher educators who write about their first supervision experiences report that there was a sink-or-swim aspect to it (Cuenca, 2010;Ritter, 2007), with novice supervisors often adopting a stance that Cuenca (2010) termed "in loco paedagogus. " Cuenca's description of his own default state of supervisory practice where novice teacher educators encourage their students to replicate the supervisor's understanding of practice shows a need for support spaces that might produce better supervisory experiences (Cuenca et al, 2011;Ritter, Powell, & Hawley, 2007).…”

Motivational Factors for School-Based Teacher Learning: Turkish Pre-Service Teachers’ Experiences and Expectations

“…The most important benifit of school-based learning is that it gives teachers a significant opportunity to learn by doing or by trial and error (Kwakman, 2003). Furthermore, it has long been known that school-based learning is essential to be an effective teacher, and also school-based learning produces many challenges and rewards (Cuenca, 2010). Moreover, teachers have considerable opportunities to learn from schools in their daily environment (Daniel & Stallion, 1996).…”