Learning how to learn about the supervision of student teachers

Recent calls for reform in teacher education have included improving the clinical experience of preservice teachers (Boyer, 1983; The Holmes Group, 1986). Research on student teaching indicates that the role of the cooperating teacher is of critical importance to the clinical experience (Tabachnick, 1980; Haberaan, 1978). Problems exist, however, in communication gaps between higher education and the public schools (O'Shea, 1984); in the selection of cooperating teachers (Griffin, 1981); and in their preparation for assisting novices in the development of knowledge about teaching and learning (Griffin, 1983; Kleinsasser, 1988). Early clinical supervision models (Cogan, 1973); Goldhammer, 1969) have been presented through top-down approaches. Literature on teachers as a cultural group (Lortie, 1975) provides some insight into why such approaches have not been successful and why cooperating teachers have not come to see themselves as teacher educators.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Curriculum and Instruction

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1990

Author dc:creator

• Alvine, Lynne B.

Chair dc:contributor.committeechair

• Kelly, Patricia Proudfoot

Committee members dc:contributor.committeemember

• Small, Robert C. Jr.
• Niles, Jerome A.
• Self, Warren P.
• Nespor, Jan K.

• educators
• cooperative teaching

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-09162005-115014

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/104597