Type of Document	Dissertation
Author	Alvine, Lynne B.
URN	etd-09162005-115014
Title	Learning how to learn about the supervision of student teachers
Degree	Doctor of Education
Department	Curriculum and Instruction
Advisory Committee	Advisor Name Title Kelly, Patricia Proudfoot Committee Chair Nespor, Jan K. Committee Member Niles, Jerome A. Committee Member Self, Warren P. Committee Member Small, Robert C. Jr. Committee Member
Keywords	educators cooperative teaching
Date of Defense	1990-03-04
Availability	restricted
Abstract Recent calls for reform in teacher education have included improving the clinical experience of preservice teachers (Boyer, 1983; The Holmes Group, 1986). Research on student teaching indicates that the role of the cooperating teacher is of critical importance to the clinical experience (Tabachnick, 1980; Haberaan, 1978). Probleas exist, however, in co •• unication gaps between higher education and the public schools (O'Shea, 1984); in the selection of cooperating teachers (Griffin, 1981); and in their preparation for aSSisting novices in the development of knowledge about teaching and learning (Gri££in, 1983; Kleinsasser, 1988). Early clinical supervision models (Cogan, 1973); Goldha •• er, 1969) have been presented through top-down approaches. Literature on teachers as a cultural group (Lortie, 1975) provides some insight into why such approaches have not been successful and why cooperating teachers have not come to see themselves as teacher educators.
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