The Challenge for School-Based Teacher Educators: Establishing Teaching and Supervision Goals

Autor/inn/en	Salo, Age; Uibu, Krista; Ugaste, Aino; Rasku-Puttonen, Helena
Titel	The Challenge for School-Based Teacher Educators: Establishing Teaching and Supervision Goals
Quelle	In: Teacher Development, 23 (2019) 5, S.609-626 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salo, Age) ORCID (Uibu, Krista) ORCID (Ugaste, Aino) ORCID (Rasku-Puttonen, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1680426
Schlagwörter	Teacher Educators; Educational Environment; Teacher Supervision; Student Teachers; Teacher Role; College Faculty; Goal Orientation; Educational Objectives; Teacher Attitudes; Teaching Methods; Faculty Development; College School Cooperation; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerrolle; Fakultät; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Estland
Abstract	School-based teacher educators (SBTEs) should be able to set goals in two roles -- as a teacher and as a supervisor of student teachers. The purpose of the study was to investigate school-based teacher educators' teaching and supervising goals and to identify how teachers in the role of supervisors perceived university expectations. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and supervisors. Their teaching goals proceeded from curricula and focused on their pupils' cognitive development, whilst their perceptions about supporting pupils' social development were vague. Teachers were unaware of what exactly universities expected of them as supervisors, and believed that providing teaching models for student teachers as a main supervisory goal. It is necessary to offer options to encourage cooperation between teachers and universities and maintain supervisors' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01