Anyone who has assumed student teaching supervision role understands that it is a critical and central role in a teacher education program and knows also that it is a pivotal event in a student’s academic experience. Some qualified it as the most important part of the teacher education program (Bradley & Earp, Friebus, Funk & Hoffman, Shaver & Wise in Blocker & Swetnam, 1995). Ironically, after examining the professional literature on supervision of student teachers by their university supervisors, there is only a slim body of studies focused on supervision in teacher education. Although sporadic studies have raised awareness of issues surrounding university supervision, gaining a deeper understanding of many areas has not been adequately addressed. This study uses hermeneutic- phenomenological lenses to capture the essence of student teaching observation and the outcomes on student teacher professional growth.
Associate Professor, Teacher Education and Professional Development, Central Michigan University, Midland, Michigan, USA
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