Clinical Master Teachers: A Different Approach to Supervision.

Autor/inn/en	Wilson, Elizabeth K.; und weitere
Titel	Clinical Master Teachers: A Different Approach to Supervision.
Quelle	(1995), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Cooperating Teachers; Higher Education; Master Teachers; Preservice Teacher Education; Secondary Education; Student Teacher Evaluation; Student Teacher Supervisors; Student Teachers; Student Teaching; Teacher Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerverhalten
Abstract	Traditionally, student teaching programs have used a triad supervision model which involves the student teacher, the school-based cooperating teacher, and the university-based supervisor. However, the professional literature recognizes deficiencies in this model. This paper describes an alternative student teacher supervision model which teams Clinical Master Teachers (CMTs) who combine the traditional roles of the cooperating teacher and the college supervisor. The experiences of three secondary social studies teachers participating in the first year of such a program are examined, and the changes these teachers made in their supervision and professional development are explored through case study methodology. Results indicated that participation in the CMT program seemed to empower and raise the confidence of the three teachers regarding supervision. Formerly, cooperating teachers saw college supervisors as "outsiders"; as CMTs they were more accessible to their interns and were able to function as team members, providing better lines of communication with interns. The CMTs felt that university resources are used more effectively in the CMT program than in the traditional triad. Contains 19 references. (PB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01