While much research has explored the quality of traditional teacher evaluations, little is known about the quality of ratings in preservice teacher evaluations. This paper presents a case study of Many-facet Rasch measurement (MFR, Linacre, 1989) to explore potential rater effects influencing the quality of supervisor ratings in educator…

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…

Elementary student teachers in both a yearlong and one-semester student teaching design were impacted due to the COVID-19 pandemic. This phenomenon forced the closure of placement schools and their universities, and drastically changed the roles and responsibilities of student teachers. This qualitative phenomenology study sought to capture and…

This phenomenological case study investigated teacher candidates' experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching…

This study introduces the scope and nature of teacher candidate (TC) supervision in an era of clinically-based teacher preparation. The findings emerged from a qualitative meta-analysis of 82 articles related to TC supervision published between 2001 and 2017. The study recognizes core supervision concepts drawn from decades of empirical literature…

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 article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators,…

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student…

Survey results concerning the role of university supervisors as perceived by student teachers, classroom supervisors, and principals of schools serving the student teachers reflected positively on present program administration, on the role of the supervisor student teaching programs, and the continuation of the supervisory position. (MB)

This article examines selected approaches to student teacher supervision within the context of contingency theory. These include authentic supervision, developmental supervision, and supervision based on the student's level of maturity. (MT)

Discusses the role of the college supervisor in the student teacher segment of teacher education programs and stresses the need for and importance of the position and the necessity to make it more professional. (MB)

Evaluation based on subjective judgment is as much a reflection of the university supervisor making the evaluation as it is of the student teacher being evaluated; there is need for alternative modes of student teacher evaluating, e.g., self-evaluation. (DS)

Three teaching evaluation forms for assessing university supervisors are presented. The forms are designed for use by student teachers, cooperating teachers, and administrators, respectively, and each form uses different criteria. (DS)

The author presents humanistically-oriented evaluation criteria for the assessment of college supervisors, supervising teachers, and student teachers in a competency-based teacher education setting. (MJB)

An experiment conducted with student teachers to see if instruction in Vimcet materials and actual classroom experience would significantly change their preferences for learning objectives produced no statistically significant change but did show a gain in mean "Instructional Objectives Preference List" (IPOL) scores. (MB)