A study of supervisory practices of university faculty supervisors of student teachers utilizing reflective perceptions of teachers with one to five years of experience

Author

Hugh Arthur Campbell

Date of Award

8-1988

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Dan R. Quarles

Committee Members

George Harris, Larry Kleinman, William Coffield

Abstract

Many factors are important in the selection, training, and preparation of students in the teacher training process. The role of college faculty in the supervision of student teachers continues to be an important part of the teacher preparation programs. In this study 361 teachers with one to five years of experience were surveyed from the Hamilton county/Chattanooga, Tennessee area. The survey investigated the supervisory practices of the university supervisor during the teachers' student teaching experience. A reflective approach was used in this study to determine if any differences existed between the findings from the studies which utilized student teachers as the study population and the perceptions of experienced teachers.

Major findings of this study revealed that;

1. The role of the college supervisor was important and that effective supervisory practices did influence the student teacher;

2. No differences existed between the supervisory approaches for the elementary and secondary level;

3. The performance ratings received by the college supervisors were related to certain behaviors or practices that were exhibited. These behaviors included concern, freedom of expression for the student teacher, certain frequency and duration patterns of observation, and type of supervisory approach;

4. Supervision by the college supervisor according to content area was important to the respondents. The ability to help with specific content related problems was considered to be of significant importance by the experienced teachers;

5. No major differences existed between the experienced teachers' perceptions and the perceptions of student teachers from other studies with respect to effective supervisory practices.

Recommended Citation

Campbell, Hugh Arthur, "A study of supervisory practices of university faculty supervisors of student teachers utilizing reflective perceptions of teachers with one to five years of experience. " PhD diss., University of Tennessee, 1988.
https://trace.tennessee.edu/utk_graddiss/11831