Graduation Year


Document Type




Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Jennifer Jacobs, Ph.D.

Committee Member

Rebecca Burns, Ph.D.

Committee Member

Sara Flory, Ph.D.

Committee Member

Cheryl Ellerbrock, Ph.D.


Enactment of supervision, Preservice teacher, Qualitative, University supervisor


Teaching is a challenging and complex profession. Teacher preparation programs are facing wide criticism. Several organizations have called for the reform of teacher preparation programs to meet the requirements of the 21st-century world (AACTE, 2018; NCATE, 2010). The purpose of this phenomenological study (Husserl, 1970; Moustakas, 1996) is to gain an in-depth understanding of the lived experiences of Saudi Arabian university supervisors regarding supervision in teacher preparation and how these experiences have shaped their conceptualization of supervision. The study utilized purposeful and homogenous sampling strategies. Data collection included three semi-structured individual interviews per participant. The study relied on traditional phenomenological analysis methods of bracketing, horizontalization, clustering into themes, textural descriptions, structural descriptions, and textural-structural synthesis (Moustakas, 1994). The findings of this study showed that the essence of supervision for Saudi Arabian preservice teacher supervision is a complex function requiring experienced and well-trained university supervisors. Saudi Arabian preservice teacher supervision must focus on professional growth and learning, and on creating a context for learning built on relationships. This study had implications for university supervision. These implications are related to the learning of supervision, the enactment of supervision, and the model for supervision.