Twelve student teacher supervisors in a state teachers college in Israel met 15 times a year to discuss, plan, and evaluate supervision activities and processes. These discussions were analyzed across participants, for the whole group, and for each participant to generate personal profiles. (Author/MT)

Ten student-teacher supervisors were interviewed, and contents were analyzed to reveal the nature of dilemmas encountered. The main topics concerned curriculum, theory versus practice emphasis, behavioristic versus humanistic approaches, feedback, and personal values. Findings are interpreted, and two models for further research are offered.…

Interviews were conducted with 20 student-teachers and four of their supervisors to assess the subjects' perceptions of professional knowledge. Results indicate that: (1) professional knowledge covered both cognitive and affective descriptors; (2) the two groups share many common perceptions; and (3) findings agree with those in the literature.…

Three expert and three novice student teacher supervisors were interviewed on the ways in which they perceived their professional development, focusing on knowledge and change, reflection and criticism, theory and research, ideology and values, human relations, and difficulties. Results indicated substantial differences in the developmental stages…

Describes adaptation of a questionnaire on teacher interaction to map cooperating teachers' behavior and relationships between their interpersonal behavior and student teachers' satisfaction with supervision. Student teachers completed the Questionnaire on Supervisor Interaction (QSI) and Student Teacher Satisfaction Questionnaire. Results found…