Exploring the Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: A Qualitative Meta-Synthesis

<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>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2018

Author dc:creator

• Hart, Anna E.

Contributors dc:contributor

• Dr. Olga Koz
• Dr. Sanjuana Rodriguez

• pre-service teacher education
• supervision
• supervisory triad
• triadic communication
• clinical field experience
• qualitative meta-synthesis
• Other Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/teachleaddoc_etd/23

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:teachleaddoc_etd-1024