"Adaptive Mentorship"© (AM) is a mentoring model the authors have developed over a 21-year period. Mentor-protégé pairs originally applied it in teacher-education internship programs; however, the authors have subsequently witnessed its adoption by other mentorship/coaching practitioners/researchers across the professions. In this…

This study examined teacher interns' and their classroom cooperating teachers' concerns about the extended practicum both before and after their completion of the 16-week program. Respondents completed pre- and post-internship surveys identifying their initial concerns about the internship and the subsequent alleviation of these concerns (or the…

Investigates the development of teacher-intern's oral questioning skills during their 16 week practicum. Finds that although the interns' initial skill-level of oral questioning was relatively high, they developed their expertise in six basic oral questioning skills throughout the practicum. Describes the benefits of using a supervisory approach…

This article examines the contextual supervision (CS) model that has been developed and applied in several practicum settings of teacher education programs over the past 12 years. The study synthesizes the research findings on the potential effectiveness of CS in assisting faculty supervisors and classroom cooperating teachers with the task of…

A study of 70 pairs of supervisory teachers and teacher interns at the University of Saskatchewan examined contextual supervision in the mentorship of student teachers' oral questioning skills. Findings indicate that supervisory skills improved, especially when supervisors adjusted their leadership styles to match protege development levels, and…

Designed to promote equitable and fair student teacher practicum supervision and evaluation, contextual supervision (CS) can be used by both college and school-based supervisors. This approach is supported by current reforms in teacher education, contemporary supervisory models, and validation in actual practice. (IAH)

In contextual supervision (CS) (an adaptation of situational leadership), the student teacher's (supervisee's) level of confidence and competence determines level of supervisory support and task orientation. CS also encourages a global view of all contextual variables. Observation of 49 untrained pairs of practicum students and cooperating…

A study surveyed 19 student teachers placed in rural Saskatchewan communities and their cooperating teachers. Advantages of rural placements were better acquaintance with students and families, high community involvement, supportive atmosphere, opportunities to engage in various activities, fewer discipline problems, and rural lifestyle.…

Examines the role of Canadian supervisors working with aboriginal student teachers and their non-Aboriginal cooperating teachers in the extended practicum. The article discusses how to solve interpersonal dilemmas using the contextual supervision model which conceptualizes the supervisory process and generates possible strategies to guide…