Evaluation of Preservice Teachers' Interactive Teaching Skills in a Direct Instruction Practicum Using Student Teachers as Supervisors

Abstract

Providing sufficient supervision for preservice teachers in field-based practica is often difficult for large teacher education programs. One method of supervision that may help relieve some of the supervision burden from faculty is to yolk beginning preservice trainees with more advanced students who are student teaching. The purpose of this paper is to describe an evaluation of an experimental program in which eight student teachers supervised new preservice trainees in a Direct Instruction practicum. Trainees' presentation and error correction skills improved throughout the practicum. Moreover, trainees indicated that they enjoyed the practicum and would recommend it to other students. The results of the evaluation are discussed in terms of research on peer coaching and supervision in Direct Instruction practica.