Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education (Borko & Mayfield, 1995). At the core of this experience is the supervisory triad, consisting of the pre-service teacher, mentor teacher, and university supervisor. Utilizing positioning theory as its theoretical framework, this qualitative meta-synthesis synthesized eleven pieces of empirical research focused on the interpersonal dynamics of the supervisory triad. The findings of this study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. The implications of these findings are discussed through the lens of positioning theory and in connection to practice in the field.
","abstract_html":"<p>Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education (Borko & Mayfield, 1995). At the core of this experience is the supervisory triad, consisting of the pre-service teacher, mentor teacher, and university supervisor. Utilizing positioning theory as its theoretical framework, this qualitative meta-synthesis synthesized eleven pieces of empirical research focused on the interpersonal dynamics of the supervisory triad. The findings of this study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. The implications of these findings are discussed through the lens of positioning theory and in connection to practice in the field.</p>","abstract_has_math":false,"creators":["Hart, Anna E."],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Olga Koz","Dr. Sanjuana Rodriguez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-03-12T07:00:00Z","date_published":"2018-03-12T07:00:00Z","updated_at":"2026-07-24T02:43:17Z","subjects":["pre-service teacher education","supervision","supervisory triad","triadic communication","clinical field experience","qualitative meta-synthesis","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/23","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Olga Koz","Dr. Sanjuana Rodriguez"]},{"key":"dc:creator","label":"Author","values":["Hart, Anna E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-04-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["pre-service teacher education","supervision","supervisory triad","triadic communication","clinical field experience","qualitative meta-synthesis","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/23"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education (Borko & Mayfield, 1995). At the core of this experience is the supervisory triad, consisting of the pre-service teacher, mentor teacher, and university supervisor. Utilizing positioning theory as its theoretical framework, this qualitative meta-synthesis synthesized eleven pieces of empirical research focused on the interpersonal dynamics of the supervisory triad. The findings of this study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. The implications of these findings are discussed through the lens of positioning theory and in connection to practice in the field.
"]},{"key":"dc:title","label":"Title","values":["Exploring the Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: A Qualitative Meta-Synthesis"]}]}],"canonical_facts":{"dc:contributor":["Dr. Olga Koz","Dr. Sanjuana Rodriguez"],"dc:creator":["Hart, Anna E."],"dc:date.available":["2018-04-13T07:00:00Z"],"dc:description.abstract":["Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education (Borko & Mayfield, 1995). At the core of this experience is the supervisory triad, consisting of the pre-service teacher, mentor teacher, and university supervisor. Utilizing positioning theory as its theoretical framework, this qualitative meta-synthesis synthesized eleven pieces of empirical research focused on the interpersonal dynamics of the supervisory triad. The findings of this study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. The implications of these findings are discussed through the lens of positioning theory and in connection to practice in the field.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/23"],"dc:subject":["pre-service teacher education","supervision","supervisory triad","triadic communication","clinical field experience","qualitative meta-synthesis","Other Teacher Education and Professional Development"],"dc:title":["Exploring the Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: A Qualitative Meta-Synthesis"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:17Z"}