How do student teachers gain confidence in their teaching abilities as part of their school-based practicum experience while increasing their self-efficacy from the successes of their practicum? To understand this question better, we explored preservice teachers' post-practicum accounts of experiences of success in relation to efficacy (Bandura,…

A 2003 study about the lives of retired leaders in teacher education reminds us of the significant role that others play in the academic development of professors of education. That study also reveals significant changes in the nature of our work as teacher educators. The authors stress the need for universities to pay greater attention to the…

Fifty student teachers, their university sponsors, and sponsor teachers rated the student teachers' Preparation for Instruction, Use of Teaching Skills, Classroom Management, and Personal Qualitites. All raters showed high agreement except for Preparation for Instruction. University supervisors were more critical of lesson plans than were sponsor…

Outlines the York University teacher education program and assesses the degree of professional growth occurring among teachers supervising York university student teachers. Notes results that only partially support commonly held ideas that association with a university teacher training program promotes professional growth. (SB)

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…

According to cooperating teachers and a controlled evaluation, student teachers who were supervised by telephone conferencing did not demonstrate a lesser degree of teaching effectiveness, but they were not satisfied with the supervision procedure. Telephone conferencing would allow faculty to supervise a larger number of students from a central…

Examines perceptions of 80 teacher interns and their supervising teachers for interrelationships between job satisfaction, job performance, and role clarity. Data show that interns' self-assessed performance mediates relationship between role clarity and job satisfaction. Emphasizes role of self-assessment scales and job restructuring to improve…

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…

Examines new roles for student-teacher supporters (cooperating teachers, mentor teachers, and university supervisors) and new frameworks for analyzing student teaching (selected teacher competencies) in the University of Exeter's school-based teacher training program following changes in British government policy on preservice teacher education.…

The dichotomy between two concerns of student teaching supervision (emphasis on interpersonal helping relationship versus task-oriented, performance-based approach) is examined. Suggests dichotomy is fallacious, presents a typology of approaches, maintains student teaching supervision is a teaching process calling for supervisor variability of…