Preservice Teacher Supervision within Field Experiences in a Decade of Reform: A Comprehensive Meta-Analysis of the Empirical Literature from 2001-2013
Document Type
Article
Publication Date
Winter 2016
Abstract
In the past decade, as the clinical component of teacher education has gained increasing attention, it makes sense that the supervision of those field experiences should also garner attention. This comprehensive, qualitative meta-analysis used the findings from 69 studies published between 2001 and 2013 in the field of preservice teacher (PST) supervision as data to address the question, What can we learn about PST field supervision since the publication of the NCATE PDS Standards? Findings suggest that despite a lack of a common definition and a common conceptual framework, PST supervision within field experiences is expanding and becoming more sophisticated, indicating that perhaps the increased call for collaboration and school–university partnerships is contributing to this complexity. This warrants greater attention to, increased resources for, and common nomenclature in PST supervision.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Teacher Education and Practice, v. 29, issue 1, p. 46-75
Scholar Commons Citation
Burns, Rebecca W.; Jacobs, Jennifer; and Yendol-Hoppey, Diane, "Preservice Teacher Supervision within Field Experiences in a Decade of Reform: A Comprehensive Meta-Analysis of the Empirical Literature from 2001-2013" (2016). Educational and Psychological Studies Faculty Publications. 144.
https://digitalcommons.usf.edu/esf_facpub/144
