Title page for ETD etd-09162005-115014


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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