In Search of a Framework for Clinically Rich Preservice Teacher Supervision: A Meta-Analysis of the Empirical Literature From 2001 to 2013

• In Event: Transformative Practices and Frameworks in Preservice and In-Service Supervision

Abstract

Given the movement to enhanced clinical experiences emphasized in the NCATE Blue Ribbon Report (2010), the field of teacher preparation would benefit from a clear understanding of the research related to preservice teacher supervision. The purpose of this paper is to share a conceptual framework for preservice teachers supervision generated through meta-analysis by using the findings of 68 studies of preservice teacher supervision as data. The question guiding the meta-analysis was: What can be learned about PST supervision in an era of increased clinical preparation and school-university collaboration? The researchers used thematic coding to synthesize what is currently known about preservice teacher supervision.

Authors

• Rebecca West Burns, University of South Florida

• Jennifer Lynn Jacobs, University of South Florida

• Diane Yendol-Hoppey, University of South Florida