Barriers to the Effective Supervision of Student Teaching
A Field Study
Datos Bibliográficos
| ID | 4309175 |
|---|---|
| Autores | Virginia Richardson-Koehler, Virginia Richardson‐koehler (autor de correspondencia) |
| Año | 1988 |
| Volumen | 39 |
| Número | 2 |
| Páginas | 28-34 |
| Fecha de publicación | 1988-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718803900206 |
| OpenAlex | W2116063045 |
| Idioma | EN |
| Citas recibidas | 42 |
| Referencias citadas | 15 |
Richardson-Koehler reports on a participant observation study of fourteen elementary student teachers. The purpose was to identify the barriers to the improvement ofthe student teaching process faced by university supervisors. The author concludes with suggestions for the improvement of the student teaching experience
Field (mathematics) · Mathematics education · Medical education · Pedagogy · Process (computing) · Student teacher · Student teaching · Teacher education · Teaching method · Computer Science · Counseling Practices and Supervision · Educational and Psychological Assessments · Medicine · Psychology · Teacher Education and Leadership Studies
Teaching Practicum Activities at the University of Languages and International Studies - Vietnam National University, Hanoi From the Teachers’ and Students’ Perspectives
Learning to Teach against the Grain
Cooperating Teacher Participation in Teacher Education
Implication of Research on Teacher Belief
Clinical faculty associates serving as hybrid teacher educators
Problems in the Supervision of the Practicum
The impact of the Copet programme on student PE teachers’ teaching practice experiences
Teaching practice
Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers
We watched them “fail”
Student teachers' beliefs about developmentally appropriate practice
The role of the cooperating teacher in a school-based teacher education program
Power and possibility
The impact of an alternative model of student teacher supervision
Co-analysis of work in the triadic supervision of preservice teachers based on neo-Vygotskian activity theory
Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs
Establishing professional relationships in practicum settings
An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning
Stability and change in the beliefs of student teachers during practice teaching
Mentoring in one's own classroom
Mentor teachers
Assessing versus assisting
The roles of the cooperating teacher and university supervisor in learning to teach
Creating a “third space” in student teaching
Coexisting Needs
Significant and Worthwhile Change in Teaching Practice
Clinical Teaching Learning Trajectory
Navigating the Terrain of Third Space
Fonctions, structuration et évolution des croyances (et connaissances) des enseignants
Using cases to frame mentor-novice conversations about teaching
Reinventing Student Teaching
Structuring Telecommunications to Create Instructional Conversations about Student Teaching
Teacher Preferences for Training and Compensation for Field Supervision
Cooperating Teachers' Perspectives on the Student Teaching Triad
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
The Cooperating Teacher
Why Improving Preservice Teacher Educational Technology Preparation Must go beyond the College's Walls
Complex Interactions in Student Teaching
Expert-Novice Differences in Teaching
Negotiating Preparation and Practice
Experience is the Best Teacher; or is it? An Analysis of the Role of Experience in Learning to Teach
Rethinking the Practicum in the Professional Development School Partnership
Classrooms and Corridors
The practicality ethic in teacher decision-making
Teaching Student Teachers to Reflect
The Discovery of Grounded Theory
Educational Research
Student teachers and cooperating teachers
Perceived Origins of Teaching Behavior
Cooperating Teachers' Problems with Preservice Field Experience Students
Expectations for the Cooperating Teacher Role
What Students Learn from Early Field Experiences
Myths and Realities
Learning the Classroom Environment
Inquiring into Inquiry-oriented Teacher Education
| Obras citantes distintas | 42 |
|---|---|
| Citas por año | 1,11 |
| Intervalo de citas | 1988 - 2025 (38) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 42 |