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). Problems exist, however, in communication 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 (Griffin, 1983; Kleinsasser, 1988). Early clinical supervision models (Cogan, 1973); Goldhammer, 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. / Ed. D.

The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.

The purpose of this study was to describe the various assessment techniques used by supervisors of physical education student teachers. A survey instrument was sent to physical education supervisors at colleges and universities listed in the 38th Annual Guide to Accredited Education Programs/Units. A total of 177 Surveys were sent out; 109 were returned for an overall response rate of 61.5%. The study generated demographic information about supervisors of physical education student teachers as well as information about the assessment practices of the supervisors. The frequency with which certain assessment techniques (ie. intuitive assessment, eyeballing, rating scales, checklists, systematic observation, anecdotal notes, reflection and conferencing) and assessment modes (live observation, videotape and audiotape) were used was also collected. Factors that supervisors assess with the particular assessment techniques (ie. time, management, lesson content) were also analyzed. The data from this study indicate that all assessment techniques and modes are used to some degree by supervisors of physical education student teachers. However, some techniques are used more frequently than others and some only when certain modes are used. The assessment technique most frequently used by supervisors was conferencing (97%) and least frequently was eyeballing (42%). Overall, live observation was utilized most often (97%) and audiotape least often (5%). The data also indicate that supervisors use many different techniques of assessment to gather information about such factors as discipline, organization, Management and time. It was concluded that some factors were assessed through a variety of techniques, perhaps indicating that supervisors combine the information from different assessment techniques in order to more accurately assess their student teachers. / Ed. D.

Teacher education through open and distance learning (ODL) and internships is not only crucial to addressing current and future needs of learners in South Africa, and Africa as a whole, it also encapsulates the possibilities of several much-needed new perspectives on these two fields. This research is a qualitative case study drawing from the subjective views of both the mentor teachers and the student-teacher interns already immersed in the ethos and everyday workings of a functioning local private school, PS. A case study was deemed to be an appropriate research design as the researcher is based on site and was able to spend extended time investigating, exploring and observing the student-teacher interns and their mentor teachers going about their daily routine. The sample of participants chosen comprised of the student teachers already based at PS and studying through ODL together with their assigned mentor teachers. The findings of this study reveal an expansion of the student-teacher intern’s field of involvement and participation in the school and all school related activities. The mentor teachers, as the data revealed, also benefitted in various ways and most importantly were provided with an opportunity to reflect on their personal teaching practice and philosophy. The study examined factors that facilitated or impeded the development and professional growth of the student-teacher intern and these factors had a direct bearing on the relationship that existed between the student teacher and their class mentor teacher. The data was collated from the open-ended questionnaires, the informal discussions held and the daily observation of the intern programme in action. The principle recommendations resulting from this study is based on the reported range of benefits to both the student teacher and the mentor teacher. The intern programme can be recognised and valued as a relevant contribution to the South African educational system as it would seem that the student teachers coming through this system feel confident, well informed and professionally ready to take on their own class of learners. / Curriculum and Instructional Studies / M. Ed. (Didactics)

This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student teachers' learning. These cases poignantly depict the complexities of the school advisor/student teacher dynamic and the various tensions that arise when conflicts emerge as the practicum unfolds. There are three questions that guide this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers enact their roles as school advisors, and what are the foci of the school advisors' work with student teachers?; and (3) How do student teachers perceive the role of the school advisors? The practicum is a context in which one person assists the other in learning (to teach) and for this reason the conceptual framework used for data analysis is a curriculum perspective. Two levels of curriculum are discussed; level one of the curriculum framework is meeting the needs of the students while level two is meeting the needs of the student teacher. Both levels must be attended to throughout the teaching practicum. Five thematic areas were identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences outside of the classroom, (d) lesson planning, and (e) classroom management. This study makes a significant contribution to the research literature on teacher education. First, it focuses upon the school advisor's role within the practicum. Second, one of the two case studies that deteriorated to the point where a change of venues was in order, serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual framework of regarding the practicum as curriculum provides a new perspective for gaining insights into the complexities of learning to teach.

The purpose of this study was to examine the experiences of novice teachers with regard to teacher leadership. It sought to ascertain the importance of teacher leadership for novice teachers, to determine how teacher leadership is enacted by novice teachers and to examine the factors that enhance or hinder teacher leadership of novice teachers. Teacher leadership is an emerging field of study in many countries. Literature surrounding education practices suggest that a democratic and collaborative environment should be fostered. This study draws on the Distributed Leadership theory and Grant’s (2008) model of Teacher Leadership. Paradigmatically, this study is interpretive and is qualitative. A case study research design was used. Data was generated using focus group and semi-structured interviews. One secondary school in the KwaDukuza Region, KwaZulu-Natal was purposively selected as the case study school with the Principal, senior teachers and novice teachers serving as participants. The findings of the research revealed that novice teachers execute most of their leadership skills within the classroom. Little or no opportunities are given to them within the school environment to lead. As a result, the ideal characteristics of teacher leadership seem to have no place within the chosen school. Although novice teachers are aware of their importance as being part of the school leadership, very few leadership roles are filled by novice teachers within the school, among their colleagues and in their community at large. Findings also revealed that the school management team pays little attention to developing novice teachers as teacher leaders. This is one of the main obstacles that hinder the enactment of teacher leadership by novice teachers. In addition to this, lack of resources, time constraints and teacher overload affect novice teachers negatively in terms of taking on leadership roles. The research findings also reveal that the school operates under a stringent beauracratic management system. Decisions are left entirely to the school management team and the Principal. It was noted that both novice teachers and senior teachers express the similar outlook on the manner in which the school operates, that is an authorised leadership practice as opposed to democratic distributed leadership. Some of the recommendations that emerged from the findings were that of the school management team harnessing the enthusiasm of novice teachers to take on leadership roles and be part of the schooling community. The implementation of induction and mentoring programmes was a suggestion put forth by participants. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Teacher education through open and distance learning (ODL) and internships is not only crucial to addressing current and future needs of learners in South Africa, and Africa as a whole, it also encapsulates the possibilities of several much-needed new perspectives on these two fields. This research is a qualitative case study drawing from the subjective views of both the mentor teachers and the student-teacher interns already immersed in the ethos and everyday workings of a functioning local private school, PS. A case study was deemed to be an appropriate research design as the researcher is based on site and was able to spend extended time investigating, exploring and observing the student-teacher interns and their mentor teachers going about their daily routine. The sample of participants chosen comprised of the student teachers already based at PS and studying through ODL together with their assigned mentor teachers. The findings of this study reveal an expansion of the student-teacher intern’s field of involvement and participation in the school and all school related activities. The mentor teachers, as the data revealed, also benefitted in various ways and most importantly were provided with an opportunity to reflect on their personal teaching practice and philosophy. The study examined factors that facilitated or impeded the development and professional growth of the student-teacher intern and these factors had a direct bearing on the relationship that existed between the student teacher and their class mentor teacher. The data was collated from the open-ended questionnaires, the informal discussions held and the daily observation of the intern programme in action. The principle recommendations resulting from this study is based on the reported range of benefits to both the student teacher and the mentor teacher. The intern programme can be recognised and valued as a relevant contribution to the South African educational system as it would seem that the student teachers coming through this system feel confident, well informed and professionally ready to take on their own class of learners. / Curriculum and Instructional Studies / M. Ed. (Didactics)

Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.

This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student teachers' learning. These cases poignantly depict the complexities of the school advisor/student teacher dynamic and the various tensions that arise when conflicts emerge as the practicum unfolds. There are three questions that guide this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers enact their roles as school advisors, and what are the foci of the school advisors' work with student teachers?; and (3) How do student teachers perceive the role of the school advisors? The practicum is a context in which one person assists the other in learning (to teach) and for this reason the conceptual framework used for data analysis is a curriculum perspective. Two levels of curriculum are discussed; level one of the curriculum framework is meeting the needs of the students while level two is meeting the needs of the student teacher. Both levels must be attended to throughout the teaching practicum. Five thematic areas were identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences outside of the classroom, (d) lesson planning, and (e) classroom management. This study makes a significant contribution to the research literature on teacher education. First, it focuses upon the school advisor's role within the practicum. Second, one of the two case studies that deteriorated to the point where a change of venues was in order, serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual framework of regarding the practicum as curriculum provides a new perspective for gaining insights into the complexities of learning to teach. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (PhD)--Macquarie University, School of Education, 1994. / Includes bibliography. / Introduction ; The research question and the professional context of the inquiry -- Literature review: substantive survey -- Literature review: methodological survey -- Research method -- The prgamatics of feedback -- An ethnographic portrait of supervision -- Perceptions of mitigation -- Conclusion. / This research project investigates the language of supervisory conferences. A grounded theory approach is taken to the analysis of data drawn from teacher educators in TESOL (Teaching of English to Speakers of Other Languages) in their feedback discussions with teachers following observed lessons.--Supervisory talk is investigated within a linguistic framework of politeness theory: while the supervisory role includes the obligation of criticism, the act of criticism is constrained by the face-to-face encounter of the supervisory conference. A central construct is the notion of fragility: the supervisory conference-an event which is equated with the talk that achieves it - is considered to be inherently fragile. The aim of the project is to investigate the language so as to uncover the source of the fragility.--Findings suggest that the perceived tension derives from a tug-of-war of essential elements: while the supervisory position affords discoursal power (the right to raise and pursue topics, take long turns, drive the discourse etc), the fa-threatening nature of the event obliges supervisors to resort to social/strategic skills to protect the teacher's face, as well as their own. The textualisation of this restraint takes the form of linguistic mitigation - devices rooted in syntax and semantics that allow supervisors to undercut the force of their own assertions. Mitigation is posited as the means by which supervisors resolve the clash-of-goals that is central to their role. However, mitigation is risky because it may interfere with message clarity.-- The product of the grounded study is a typology of utterance-level mitigation. The typology has three macro-categories (syntactic, semantic and indirectness) and fourteen sub-categories.-- The study was triangulated through an ethnographic investigation of supervisory concerns about feedback; and through an experiment designed to gauge teachers' perceptions of variously mitigated supervisory language. Findings from both studies corroborate the central tenet by contributing images of supervision that support the clash-of-goals thesis.--The projected applied outcome is in supervisor training where, it is suggested, strategic training delivered in a framework of politeness theory would reduce the unwitting dependence on mitigation and hence the risk of message distortion.--Suggestions for further research conclude the study. / Mode of access: World Wide Web. / 413 leaves