The supervision of student teaching: A review of research

Metcalf, Kim K.

doi:10.1080/08878739109554988

Cited by 22 publications

(9 citation statements)

References 41 publications

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“…Teacher candidates universally perceive the final clinical practice semester as the most important component of their teacher preparation coursework and the role of the mentor as critical for success in their teacher preparation programs (Kirk, Macdonald, & O'Sullivan, ; Weiss & Weiss, ). While mentor teachers have a great deal of responsibility during the final clinical practice semester, research has shown that current practices are inadequate for ensuring that they are prepared for the task of mentoring (Clarke, Triggs, & Nielsen, ; Glickman & Bey, ; Knowles & Cole, ; Metcalf, ).…”

Section: Discussionmentioning

confidence: 99%

An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

Russell

Devall

2016

Foreign Language Annals

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The authors examined the outcomes on several measures of world language teacher preparedness, including university‐ and state‐mandated summative evaluations and the edTPA portfolio assessment, for seven world language teacher candidates during their final semester of clinical practice. The candidates were enrolled in an initial certification program (Spanish P–12) at the same university in Georgia. The results revealed that edTPA scores were not well aligned with mentor teachers’ and supervisors’ evaluations on the university‐wide instrument and that measures of teacher content knowledge and target language proficiency did not correlate well with candidates’ edTPA scores. The disparity between edTPA scores and other measures of teacher preparation was most apparent for the two nonnative English speakers. The findings suggest that candidates whose primary language is not English may need additional support with academic English. Moreover, the present study found that candidates, mentors, and supervisors lacked an understanding of how the various university, state, and national assessments fit together to measure the knowledge, skills, and dispositions that are necessary for effectively teaching a world language. Training on the content and purpose of the edTPA may be needed so that stakeholders understand the benefit of having a national‐level view of candidates’ knowledge and skills.

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Section: Discussionmentioning

confidence: 99%

An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

Russell

Devall

2016

Foreign Language Annals

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“…Most of it focuses on the significant impact that C T s have on preservice teacher development (Glickman & Bey, 1990;Karmos & Jacko, 1977;Metcalf, 1991;Price, 1961;Seperson &Joyce, 1973), the characteristics of C T s (Clarke, 2001;Kahn, 2001;Koerner, 1992), the factors to be considered in selecting C T s (Blocker & Swetnam, 1995;Copas, 1994;Tannehill & Goc-Karp, 1992), the nature and significance of the CT role (Aorko & Mayfield, 1995;Drafall & Grant, 1994;Grimmett & Ratzlaff, 1986;Koskela & Ganser, 1998;Sudzina & Giebelhaus, 1997;Weasmer & Woods, 2003a, 2003b, the types of training needed by C T s (Giebelhaus & Bowman, 2002;Kahn, 2001 (Kent, 2001;Killian & McIntyre, 1986;Morehead & Waters, 1987), and the general effectiveness of C T s as student-teaching supervisors (Roberts, 2005;Roberts & Dyer, 2004). Additional research examines CTs' attitudes toward their roles, proteges, and respective university supervisors and programs (Justen, 1999;Knudson, 1998);…”

Section: Introductionmentioning

confidence: 98%

The Cooperating Teacher I's: Effective Mid-Lesson Responses to Student Teachers' Critical Teaching Incidents

Post

2007

Action in Teacher Education

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When student teachers experience difficulty during lesson implementation, seasoned cooperating teachers choose among 6 alternative strategies by which to assist. Collectively called cooperating teacher I'S, the strategies are as follows: ignore, intervene, interject, interact, interrupt, and intercept. Appropriate use of these strategies can be taught directly or made more explicit to cooperating teachers as a means to facilitate quick resolution of problems; maintenance of student teacher confidence, self-esteem, and classroom authority; cooperating teacher confidence in the mentor role; and active or passive choices as they may be appropriate to specific circumstances. Included is a brief summary of research about cooperating teachers and their feedback practices, a description of behaviors that generally prove to be ineffective in response to these situations, detailed descriptions of the 6 cooperating teacher 1's that appear to be effective, and a discussion of general observations and implications.Consider for a moment this common scenario: The student teacher is delivering a lesson carefully developed in collaboration with her cooperating teacher (CT).' The CT believes that extensive counsel provided during lesson development will ensure the student teacher's success, and current student teacher behaviors suggest confidence about an ability to implement the lesson exactly as it was planned. Then, suddenly, things begin to go awry. An unexpected student question, an incorrect statement by the student teacher, a misstep in the lesson sequence, escalating student confusion, malfunctioning equipment, disruptive student behaviors, or any number of unanticipated incidents befall, and the lesson begins to disintegrate at alarming speed. Within seconds, the CT faces a critical decision point: Is intervention appropriate at this time? If so, what form should that intervention take?In teaching, occurrences of this type are called critical incidents (Tripp, 1993) for good reason: If ignored or poorly handled by the student or CT, actual lesson outcomes nearly always veer away significantly from expected outcomes-sometimes with dangerous consequences. Additionally, student teachers may lose face in front of the very individuals they work so diligently to impress. The ideal, of course, is to avoid critical incidents of this type at all cost; the reality is that student teachers face such incidents many times during their culminating field experience. It is na'ive to expect otherwise because, developmentally speaking, learning to teach is akin to learning any other skill: It takes practice; there 62 DONNA M. POST are challenges to overcome; and mistakes are part of the learning process. Rather than expect student teachers to avoid critical teaching incidents, logic directs C T s and university supervisors toward research findings that explain how best to proceed when such incidents occur. Yet, little is written about typical CT behaviors during student teachers' critical incidents, how effectively CT behaviors resolve th...

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“…If one were to broaden the scope beyond L2 teaching to include other content areas, the related research is still limited. In a review of literature on the supervision of student teachers, Metcalf () stated that “research data regarding the influence of university supervisors on the student teachers they oversee are minimal” (p. 32).…”

Section: Review Of Literaturementioning

confidence: 99%

“…The national standards for teacher certification established by the ACTFL and the National Council for Accreditation of Teacher Education (NCATE) as well as by the Council for the Accreditation of Educator Preparation (CAEP) recommend that foreign language (L2) teacher candidates be “supervised by a qualified foreign language educator who is knowledgeable about current instructional approaches and issues in the field of foreign language education” (ACTFL, , p. 2). This recommendation rests on a solid body of research indicating that the student teaching internship is the most important component of the teacher preparation program (Caires & Almeida, ; Ferber & Nillas, ; Metcalf, ). During this culminating experience, interns have the opportunity to apply and reflect on the general and content‐specific theories, methodologies, and strategies they have learned throughout their coursework, and to learn new strategies.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Student Teaching: Do Supervisor Qualifications Really Matter?

Kissau

Algozzine

2013

Foreign Language Annals

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According to national standards for foreign language (L2) teacher education programs established by the ACTFL and the Council for the Accreditation of Educator Preparation (CAEP), L2 student teachers must be supervised by university faculty who are qualified L2 educators. An exploratory study was conducted to better understand the impact of content‐specific pedagogical knowledge, L2 experience, and qualifications on the effectiveness of the university supervisor. Its purpose was to compare the beliefs of L2 teacher candidates and supervisors with and without L2 teaching qualifications to explore the extent to which these three groups share similar beliefs about effective L2 teaching. Results indicated that all participants demonstrated general pedagogical knowledge associated with good teaching practices. However, supervisors without L2 teacher training and experience were less familiar with theories of L2 acquisition, standards, and best practices than were their counterparts with L2 teaching qualifications. Lacking pedagogical content knowledge related to L2 teaching, the generalist supervisors were unable to provide appropriate feedback to their L2 interns, had lower expectations for their interns, and relied more heavily on others to provide them with support.

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The supervision of student teaching: A review of research

Cited by 22 publications

References 41 publications

An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

The Cooperating Teacher I's: Effective Mid-Lesson Responses to Student Teachers' Critical Teaching Incidents

Foreign Language Student Teaching: Do Supervisor Qualifications Really Matter?

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