Rust focuses on how preservice super visors think about their practice and how they communicate their knowledge to student teachers. Three key findings emerge from an analysis of journal en tries by university supervisors. First, there is remarkable consistency be tween what supervisors write in their journals and their interactions with their student teachers. Second, there are dif ferences between experienced and new supervisors having to do with supervi sory experience and ability to reflect on and talk about practice. Third, super visors appear to follow a path of profes sional development similar to that iden tified by Frances Fuller with regard to teachers.
Get full access to this article
View all access options for this article.
References
1.
Britzman, D.P. (1986). Cultural myths in the making of a teacher: Biography and social structureHarvard Educational Review , 56, 442-456.
Clark, C.M. (1986, October). Asking the right questions about teacher preparation: Contributions of research on teacher thinkingPaper presented to the International Study Association on Teacher Thinking, Leuven, Belgium.
4.
Clark, C.M., & Lampert, M. (1986). The study of teacher thinking: Implications for teacher educationJournal of Teacher Education,37 (5), 27-31.
5.
Clark, C.M. & Peterson, P.L. (1986). Teachers' thought process In M. C. Wittrock (Ed.), Handbook of research on teaching , (3rd ed.) (pp. 255-296). New York: Macmillan.
6.
Clark, C.M., & Yinger, R.J. (1977). Research on teacher thinkingCurriculum Inquiry, 7, 279-304.
Conant, J. (1963). The education of American teachersNew York: McGraw Hill.
9.
Dean, J.P., & Whyte, W.F. (1969). How do you know if the informant is telling the truth? In G. J. McCall & J. L. Simon (Eds.), Issues in participant observation: Text and reader (pp. 105-114). Reading, MA: Addison Wesley.
10.
Dewey, J. (1964). The relation of theory to practice in education In R. Archambault (Ed.), John Dewey on education (pp. 313- 338). Chicago: Random House. (Original work published 1904).
11.
Eisner, E. (1982). An artistic approach to supervision In T. Sergiovanni (Ed.), Supervision of teaching (pp. 53-66). Alexandria, VA: Association for Supervision and Curriculum Development .
12.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualizationAmerican Educational Research Journal , 6, 207-26.
13.
Garman, N. (1987). Reflection, the heart of clinical supervision: A modern rationale for professional practiceJournal of Curriculum and Supervision, 2 (1), 1-24.
14.
Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative researchChicago: Aldine.
15.
Goodman, J. (1985). What students learn from early field experiences: A case study and critical analysisJournal of Teacher Education, 36 (6), 42 -48.
16.
Joyce, B., & Weil, M. (1978). Models of teachingEnglewood Cliffs, NJ: Prentice Hall.
17.
Joyce, B., Yarger, S., Howey, K., Harbeck, K., & Kluwin, T. (1977). Preservice teacher education. Palo Alto, CA: Stanford University, Center for Educational Research.
18.
Karmos, A.H., & Jacko, C.M. (1977). The role of significant others during the student teaching experienceJournal of Teacher Education , 28 (5), 51-55.
19.
Kounin, J.S. (1970). Discipline and group management in classroomsNew York: Holt, Rinehart & Winston.
20.
Leinhardt, G., & Greeno, J. (1984, April). The cognitive skill of teachingPaper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
21.
Lieberman, A., & Miller, L. (1984). Teachers, their world, and their workAlexandria, VA: Association for Supervision and Curriculum Development.
22.
Lortie, D. (1975). SchoolteacherChicago: University of Chicago Press.
23.
McAlay, J.D. (1960). How much influence has a co-operating teacher?Journal of Teacher Education, 11 (1), 79-83.
24.
McCall, G.J., & Simon, J.L. (1969). Issues in participant observation: Text and readerReading, MA: Addison Wesley .
25.
McDonald, J.P. (1985). Raising the teacher's voice and the ironic role of theoryHarvard Educational Review, 56, 355-378.
26.
Mosenthal, P.B., Davidson-Mosenthal, R.L. , & Collela, A.K. (1987). Two determinants of teachers' holistic scoring : Prior knowledge and ideology typeThe Elementary School Journal, 88 (1), 39-49.
27.
Niemeyer, R., & Moon, A. (1986, April). Researching decision-making in the supervision of student teachersPaper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
28.
Niemeyer, R., & Moon, A. (1987, April). Discovering supervisors' thought
29.
patterns through journalsPaper presented at the annual meeting of the American Educational Research Association, Washington, DC .
30.
Rust, F. ( 1986, April). Supervisors' conceptions of their role: A journal-based studyPaper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
31.
Schon, D.A. (1983). The reflective practitioner: How professionals think in actionNew York: Basic Books.
32.
Smyth, W.J. (1986, April). Cinderella syndrome: A philosophical view of supervision as a field of studyPaper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
33.
Strauss, A.L. (1980). Fieldwork, theoretical sampling and educational research Unpublished paper, San Francisco, CA.
34.
Yee, H.A. (1969). Do cooperating teachers influence the attitudes of student teachers?Journal of Educational Psychology , 60, 327-332.
35.
Zeichner, K.M. (1982). Reflective teaching and field-based experience in teacher educationInter Change, 12, 1-22.
36.
Zeichner, K.M., & Tabachnick, B. (1982). The belief systems of university supervisors in an elementary student-teaching programJournal of Education for Teaching, 8, 34-54.
