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 describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…

In this study, eleven K-8 mathematics urban interns' perceptions of their mentoring support systems and factors that influenced their ability to teach mathematics were examined. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to…

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)

Using time logs, questionnaires, and conference interviews, the researcher identified current feedback practices of cooperating teachers, examining the congruence between the feedback reported by the teachers and by their student teachers. Results indicated a wide gap between recommended supervisory feedback practices and those practices described…

Surveys about student teacher and student counselor supervision examined whether student practicum progress and supervisory strategies were consistent with a developmental model. Progress was consistent with a developmental model for student counselors but not student teachers. Supervision strategies for student counselors and student teachers…

Neoprogressive characteristics of clinical supervision possibilities can be incorporated into the supervision process to enhance teaching and learning through the improvement of instruction within the classroom. The article describes the characteristics and stages of the neoprogressive approach to clinical supervision, explaining why it offers…

Clinical supervision is a formative evaluation method of working with teachers to improve instruction. This teacher-centered, collegial, and collaborative model requires the establishment of rapport and trust in a proper climate. Clinical supervision enables teachers and supervisors to grow while promoting excellence in teaching and learning.…