Do I measure up
Bibliographic Data
| ID | 11260718 |
|---|---|
| Authors | Ruth Nighswander Riggs (Carthage College, corresponding author) |
| Year | 1954 |
| Volume | 31 |
| Issue | 4 |
| Pages | 210-214 |
| Publication date | 1954-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619565409536484 |
| OpenAlex | W2277070541 |
| Language | EN |
N ITS broader aspects, the question of a supervising teacher's worth has as many facets as the relationships which the supervising teacher has to the student-teacher, to the school situation in its total gestalt, and to the profession in his effort to create and maintain conditions for carrying out effectively the purposes of student teaching. Viewing the question in its narrow relationship of the supervising teacher as the key person who critically influences the prospective teacher at a strategic point in his career, the thing of prime importance becomes whether or not the supervising teacher can capably guide the student-teacher through a creative undertaking in an experience-centered program, leaving him competent to assume responsibility in the total aspects of the teaching profession. Educators are looking increasingly to student teaching as the crucial stage in the preservice curriculum, and increasingly the student teaching experience is shifting from the laboratory school to the off-campus center. With this important trend toward full time student teaching and with the use of more and more classroom teachers who haven't had specific courses to prepare them for this type of work, the situation requires us to study seriously procedures which could serve as a basis for the improvement of services rendered by the supervising teacher. The practice of self appraisal is a vital part of the supervising teacher's professional experience and growth. The following check list entitled Self-Rating Scale for Supervising Teachers is a diagnostic self-device containing suggestions intended to be helpful in forming a clearer conception of the role and responsibilities of the supervising teacher as well as alerting him to his strong and weak areas. Its purpose is to give helpful guidance both in recognition of strong points and in constructive suggestions for both beginning and experienced supervising teachers who may look at its important phases and then ask themselves the questions which it raises, Have I done this? Did I do that? Then self scrutinization will become a meaningful experience in which one of the most important fields will assume the distinction of being the most self-satisfying
Measure (data warehouse · Computer Science · Psychology · Teacher Professional Development and Motivation
| Highly cited | No |
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