Relearning the meaning and practice of student teaching supervision through collaborative self-study
Collaborative self-study, Professional development, Supervision of student teachers, Teacher educators
Teaching and Teacher Education
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.
Original Publication Date
DOI of published version
Montecinos, Carmen; Cnudde, Verlee; Ow, Maili; Solís, María Cristina; Suzuki, Emy; and Riveros, Marta, "Relearning the meaning and practice of student teaching supervision through collaborative self-study" (2002). Faculty Publications. 3381.