Faculty Publications

Relearning The Meaning And Practice Of Student Teaching Supervision Through Collaborative Self-Study

Document Type

Article

Keywords

Collaborative self-study, Professional development, Supervision of student teachers, Teacher educators

Journal/Book/Conference Title

Teaching and Teacher Education

Volume

18

Issue

7

First Page

781

Last Page

793

Abstract

This paper reports on the process and outcomes of a collaborative self-study conducted by five teacher educators and a critical friend, interested in improving their supervision of student teachers. The current context for preservice teacher preparation in Chile and our work as supervisors is outlined and the study process is described. Before discussing the outcomes of this process, we reflect on some of the problems we encountered as first-time writers of a self-study report. The outcomes of this inquiry are presented as guidelines for social/pedagogical interactions that can more effectively scaffold reflectivity among supervisees. The paper ends with a projection of our future work in the self-study process of professional development and research. © 2002 Elsevier Science Ltd. All rights reserved.

Department

Department of Educational Psychology and Foundations

Original Publication Date

10-1-2002

DOI of published version

10.1016/S0742-051X(02)00043-4

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