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- Title
Supervision Beliefs in Cooperating Teacher-University Supervisor Dyad: Implications for Reflective Dialogue to Strengthen Partnership.
- Authors
Özdemir-Yılmazer, Meryem
- Abstract
In most teacher education programmes, school-faculty partnerships provide a vital opportunity for student teachers to learn about teaching. This partnership, however, is undermined by the lack of collaboration between cooperating teachers and university supervisors who are paired up in a student teaching triad to help student teachers improve their teaching skills. One way to resolve this lack of collaboration is to understand the supervision beliefs of cooperating teachers and supervisors as it has been reported in literature that both triad members act upon their personal beliefs of how to supervise student teachers. Therefore, drawing on the Personal Construct Theory, this case study aims at exploring the personal theories of a supervisor and a cooperating teacher in relation to effective supervision. The data was collected through the repertory grid technique and analysed on a REP Plus computer software program, which was subsequently followed by semi-structured interviews. The results revealed both shared and idiosyncratic personal theories of the university supervisor and the cooperating teacher and suggest the need for reflective dialogue and joint communication between dyad members over these beliefs to sustain a collaborative school-university partnership.
- Subjects
SUPERVISORS; STUDENT teachers; COLLEGE teachers; DYADS; TEACHER education; TEACHER-student relationships
- Publication
Bartin University Journal of Faculty of Education, 2021, Vol 10, Issue 2, p232
- ISSN
1308-7177
- Publication type
Article
- DOI
10.14686/buefad.774178