Enhancing Student Teacher Supervision through Hybridization: Adding E-Supervision to the Mix
Journal of Agricultural Education Volume 58, Number 2, ISSN 1042-0541
Student teaching is a critical component of the preservice teacher preparation program which has a major role in preparing novices to teach. This capstone experience has been frequently examined and the subject of numerous reform measures. Clinical experiences for preservice teachers have recently seen new recommendations for increased supervisor observational visits to meet accreditation standards. In this study, we sought to determine Iowa State University student teachers' perceptions of a hybridized supervision approach which included an electronic supervision component. Student teachers participated in one of two focus group sessions held during the final on-campus student teacher professional development session. A researcher not involved with the supervision or grading of the student teachers facilitated the interviews. Interviews were later transcribed and analyzed. Three major themes emerged: Benefits to Student Teachers, Improving the e-Supervision Process, and Benefits to the Teacher Education Program. We conclude that e-supervision has the potential to improve the quality of the student teacher experience and the teacher education program. Recommendations for implementation and further research are provided.
Paulsen, T.H. & Schmidt-Crawford, D.A. (2017). Enhancing Student Teacher Supervision through Hybridization: Adding E-Supervision to the Mix. Journal of Agricultural Education, 58(2), 166-179.
- blended learning
- Clinical Supervision (of Teachers)
- computer mediated communication
- focus groups
- Interpersonal Communication
- preservice teacher education
- preservice teachers
- Student Teacher Attitudes
- Student Teacher Supervisors
- Supervisory Methods
- Technology Uses in Education