Affiliation:
1. Special Education at the University of Alabama at Tuscaloosa
Abstract
The purpose of this investigation was to examine perceptions of practicum students regarding the appropriate role of their university supervisor during a field-based experience. Seventy-nine seniors responded to several open-ended questions regarding their supervisor's behavior during the field-based experience. Responses to these questions were then analyzed through a content analysis. Results indicated that students perceived that superviors should fulfill two distinct roles: provider of evaluative feedback and support person.
Cited by
9 articles.
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1. Special Education Student Teaching Practices;Preventing School Failure: Alternative Education for Children and Youth;2005-04
2. The Impact of Teacher Education on the Beliefs, Attitudes, and Dispositions of Preservice Special Educators;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;1997-10
3. A Systematic Approach to Curriculum Selection and Supervision Strategies: A Preservice Practicum Supervision Model;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;1994-07
4. Self‐evaluation, effective feedback, and goal‐setting: An integrated approach to clinical supervision;The Teacher Educator;1994-06
5. Peer Coaching in a Preservice Special Education Program;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;1992-10