In response to national and state trends promoting inquiry-based social studies over the last decade, social studies teacher educators at the University of Kentucky revamped their pre-service program to create alignment around the key inquiry concepts of questions, tasks, and sources. Part of the program revision involved the creation of a new…

Using the Danielson Framework for Teaching, we compare educators' perceptions of the effectiveness of traditional and co-teaching student teaching models. This study frames student teaching as a community of practice with Vygotsky's Zone of Proximal Development as a key feature of the experience. This study uses a mixed methods sequential design.…

Practicums allow student teachers to gain teaching experience, yet little research exists assessing the impact of recovery and supervisors' feedback and reflection on students' well-being during this phase. Based on the Job-Demands-Resources-Recovery model, this study investigated the mediating role of recovery in terms of psychological detachment…

A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils' cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based…

Quality supervision is essential for preservice teachers' (PSTs) development of teaching effectiveness, because it purposefully structures PSTs' learning experiences in a systematic and developmentally appropriate manner, provides specific feedback, includes formal and informal assessment of PSTs' teaching, and facilitates opportunities for PSTs…

The problem at a West Coast university was that the university's teacher education program lead faculty and teacher candidates stated they were concerned about the quality of feedback provided to teacher candidates who are assessed by clinical supervisors during their field-based experiences. The purpose of this qualitative study was to understand…

When the World Health Organisation declared the novel Coronavirus outbreak a global pandemic, a change occurred across all levels of the educational landscape. It posed specific challenges in the context of initial teacher education (ITE) and inhibited teacher educators from physically observing pre-service teachers' lessons on school placement.…

Prior research shows that supervisors of teacher candidates are typically underprepared for their work and receive little oversight of it. However, there has been less research into these causes and the effects of minimal preparation on supervisors. This case study of a teacher education department uses survey, interviews, and document analysis to…

This study investigated how closely related the perceptions of student teachers were to those of the clinical educators and university supervisors who evaluated them in subject-specific content knowledge and teaching ability. Although our initial concern was low teacher self-efficacy, our study found student teachers consistently rated themselves…

This study examines the effects of professional development on the content and frequency of university supervisor (n=6) written feedback related to supporting emergent bilinguals in order to improve the quality of observational evaluations provided to elementary and secondary pre-service teachers. Findings reveal supervisors' post-intervention…

With an increased focus on field-based preparation, the relationship between P12 school districts and universities has been forced to change with little or no support to create effective third space environments. The complexity of the student teaching experience is compounded by the need for redefined roles, the lack of a common lexicon and the…

This study addresses the issues and challenges faced by university supervisors when providing content-specific and general pedagogical feedback to preservice teachers. Study data highlight the perspectives of six preservice teachers as they reflect on their supervisory experiences over the course of a licensure year. Survey, interview, and written…

This mixed methods study examines one teacher preparation program's use of Danielson's 2007 "Framework for Professional Practice," with an emphasis on how different stakeholders in the traditional student teaching triad rated student teachers, called residents, and justified their ratings. Data sources include biannual self-assessments…

The traditional student teaching experience includes a complex, triadic relationship between student teacher, cooperating teacher, and the university supervisor. Studies seeking to understand this experience from the perspectives of the student teacher and cooperating teacher are commonly found in the literature; yet research specific to the…

Since many studies that use video to support teacher learning are situated in strongly guided contexts and encourage particular kinds of thinking, we still know very little about how more loosely guided contexts can support teachers to think about the dilemmas of practice associated with their own goals by reflecting about video. This study…