Remote University Supervision of Student Teachers

This chapter outlines the shift of a U.S.-based university teacher preparation program from in-person supervision of student teachers to fully remote supervision during the global COVID-19 pandemic. Strengths identified in the shift to remote supervision include elimination of travel to school sites, modest cost savings, improved frequency and scope of feedback provided by university supervisors, increased flexibility in timing and nature of observations, and the use of recorded videos for reflection. Challenges identified include the need for ongoing professional development among all parties, missing school and classroom context, and weaker relationships between university supervisors and K-12 mentor teachers. The chapter makes recommendations for university teacher education programs considering a shift to remote supervision of student teachers, including provision of professional development, implementation of video coaching cycles, and explicit planning for relationship development with K-12 school partners.

Physics Student-Teachers’ Challenges during Teaching Practice in Secondary Schools and Their Solutions: A Study of Federal University of Agriculture Makurdi

This study examined the challenges faced by student-teachers during teaching practice and their possible solutions in the Federal University of Agriculture Makurdi, Benue state, Nigeria. To achieve this, the descriptive survey research design was adopted. Four Research questions and four Research hypotheses guided the study. The sample of the study was drawn from five degree options out of the eight degree options in the College of Agricultural and science Education in the study area. Primary data were used for the study specifically obtained using well-structured questionnaire. Two hundred copies of the questionnaires were administered on the respondents and survey data analysed using descriptive statistics and Chi-square test. Results of the analyses showed that classroom management significantly affect student-teachers’ performance during teaching practice in secondary schools. The results revealed that curriculum development and instruction significantly affect student-teachers’ during their practice year. The result also revealed that supervision of student-teachers’ does greatly affect students’ teachers during their teachers during their teaching practice. The study recommends that Proper and maximal attention should be given to the classroom management by student-teachers’ in order to achieve the specific objectives at the end of the lesson in the classroom .There is need for the government to provide good library facilities and laboratories. Keywords: student-teachers’, Teaching practice, Challenges, Secondary Schools.

Dialogic pedagogy in the supervision of social studies student teachers

Purpose Research reveals very little about how the supervision of social studies student teachers ought to be enacted. The paper aims to discuss this issue. Design/methodology/approach Based on the broader arguments for the democratic purposes of social studies, the author argues for the development of the democratic capacities of teacher citizens by creating deliberative and dialogic spaces in social studies field-based teacher education. Findings Four conceptual dimensions of dialogic pedagogy in the supervision of social studies student teachers are explored: questioning, listening, negotiation, and self-critique. Originality/value Because supervision of student teachers is a pedagogical interaction, a pedagogy of social studies field-based teacher education must be grounded in dialogue and deliberation.

Mentoring for Mentors: The Music Mentor Plus Program

The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.

Perceptions of the Student Teaching Triad: An Inquiry into Relationships and Supervision

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The study was designed to examine the perceptions of relationships formed among members of the student teaching triad and to examine the perceptions of supervision of student teachers given by cooperating teachers and college supervisors. Participants (N = 24) included eight student teaching triads. The study was conducted over a 14-week student teaching experience. In-depth interviews and daily journals were employed as methods of data collection. It was found that training was not received by cooperating teachers and college supervisors and was based on experience. The coalition was formed between the student teacher and cooperating teacher. Expectations of cooperating teachers were higher and based on a pragmatic view whereas expectations of college supervisors were based on theory. 本文旨在探討實習教學與視學的關係，邀請得24位實習生進行14周的實習教學，初步結果顯示本科教師與大學講師對實習生存有不同的見解。