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Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community.

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Title: Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community.
Authors: A. Addleman, Rebecca1 (AUTHOR) rebecca.addleman@indstate.edu, H. Waugh, Emily2 (AUTHOR), J. Siebert, Cathy3 (AUTHOR), Thornhill, Susanna S.4 (AUTHOR)
Source: Teacher Educator. Jul-Sep2024, Vol. 59 Issue 3, p303-325. 23p.
Subject Terms: *Master teachers, *Student teachers, *Teachers, *Mentors, *Foster children, Supervisors, Mentoring
Abstract: Ensuring teacher candidates have high-quality experiences in their clinical placements is essential for sustaining their progress as teachers, and ultimately, the teaching profession. This article explores mentor teachers' perceptions of effective university supervisors and the ways in which the mentors' perceptions of effective supervision aligned with Burns's et al. (2020) Framework for the Scope and Nature of Teacher Candidate Supervision. The authors interviewed 53 mentor teachers and analyzed data based on Burns et al.'s framework of 84 pedagogical routines of practice. Results indicate mentors highly valued pedagogical routines associated with Burns et al.'s Collaboration and Community category, pointing specifically to the importance of university supervisors making themselves available through quality communication and frequent school visits. Mentor teachers in this study also appreciated university supervisors who adopted a learner stance and provided mentor teachers with timely support. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Jul-Sep2024, Vol. 59 Issue 3, p303-325. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br />*<searchLink fieldCode="DE" term="%22Foster+children%22">Foster children</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
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  Data: Ensuring teacher candidates have high-quality experiences in their clinical placements is essential for sustaining their progress as teachers, and ultimately, the teaching profession. This article explores mentor teachers' perceptions of effective university supervisors and the ways in which the mentors' perceptions of effective supervision aligned with Burns's et al. (2020) Framework for the Scope and Nature of Teacher Candidate Supervision. The authors interviewed 53 mentor teachers and analyzed data based on Burns et al.'s framework of 84 pedagogical routines of practice. Results indicate mentors highly valued pedagogical routines associated with Burns et al.'s Collaboration and Community category, pointing specifically to the importance of university supervisors making themselves available through quality communication and frequent school visits. Mentor teachers in this study also appreciated university supervisors who adopted a learner stance and provided mentor teachers with timely support. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08878730.2023.2289882
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      – Code: eng
        Text: English
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        PageCount: 23
        StartPage: 303
    Subjects:
      – SubjectFull: Master teachers
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Mentors
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      – SubjectFull: Foster children
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      – SubjectFull: Supervisors
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      – SubjectFull: Mentoring
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      – TitleFull: Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community.
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            – D: 01
              M: 07
              Text: Jul-Sep2024
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              Y: 2024
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