What’s Happening in Supervision of Student Teachers in Secondary Physical Education

Abstract

This study describes the supervisory behaviors and practices of cooperating teachers in secondary physical education. Subjects were 18 cooperating teachers supervising student teachers from five colleges/universities in the Northwest. Two data collection instruments were used: a daily log and a weekly wrap-up report. Frequencies and percentages were computed on selected supervisory behaviors. Results indicated that cooperating teachers provided minimum feedback, held few supervisory conferences, and spent little time observing teaching.

Conventional Thought and Practice in Physical Education: Problems of Teaching and Implications for Change

“…Because many supervising teachers, older colleagues at the new school, principals, parents, and students all hold nonteaching perspectives and expectations concerning PE, these traditional perspectives will be reactivated (Dodds, 1989;Griffin, 1985;Lawson, 1983b;O'Sullivan, 1989;Placek, 1983;Placek & Dodds, 1988;Schempp, 1983Schempp, ,1985Schempp, ,1986Tabachnik & Zeichner, 1984;Tannehill, 1989;Tannehill & Zakrasjek, 1988).…”

Building the university/public school partnership: A workshop for mentor teachers

“…In fact, some (Mills, 1980;Tannehill & Zakrajsek, 1988) have cautioned mentor teachers against leaving student teachers alone for long periods of time as this denies needed feedback at a critical time in their professional development.…”

“…Other scholars (Blank & Heathington, 1987;Coulon, 2000;Mills, 1980;Shantz & Ward, 2000;Tannehill & Zakrajsek, 1988;Wilkins-Canter, 1997) have asserted the importance of providing feedback to student teachers during their field experience. In fact, some (Mills, 1980;Tannehill & Zakrajsek, 1988) have cautioned mentor teachers against leaving student teachers alone for long periods of time as this denies needed feedback at a critical time in their professional development.…”

Improve Student Teaching Experiences: Develop a Statewide Communication Network

“…The study of supervisory conferences, however, indicates that many of the cooperating teachers' perceived roles are not performed effectively. Student teacher instructional behaviors are seldom the focus of a post-teaching conference discussion (Tannehill & Zakrajsek, 1988). Most frequently, the cooperating teacher and student teacher discuss specific instructional occurrences and noninstructional tasks (Christensen, 1988;Koehler, 1986;Tannehill & Zakrajsek, 1988).…”