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The skills, knowledge, and attributes of the supervising teacher in initial teacher education: a framework for research and professional development.

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Názov: The skills, knowledge, and attributes of the supervising teacher in initial teacher education: a framework for research and professional development.
Autori: Smithers, Kathleen1 (AUTHOR) ksmithers@csu.edu.au, Andrews, Rebecca2 (AUTHOR), Cliff, Ken3 (AUTHOR), Eady, Michelle3 (AUTHOR), Hay, Iain4 (AUTHOR), Hillyar, Kasey1 (AUTHOR), Kohlhoff, Pauline5 (AUTHOR), Monteleone, Chrissy6 (AUTHOR), Morrissey, Chris7 (AUTHOR), Winslade, Matthew1 (AUTHOR), Gao, Xuesong (Andy)8 (AUTHOR)
Zdroj: Asia-Pacific Journal of Teacher Education. Nov2025, p1-19. 19p. 1 Illustration.
Predmety: *STUDENT teachers, *THEORY-practice relationship, *EXPERTISE, *BEGINNING teachers, *QUALITATIVE research, *CAREER development, *MASTER teachers
Abstrakt: School placements are an integral component of a pre-service teacher’s experience, and the supervising teacher is potentially the first point of crossing from theory to practice. These important partners help pre-service teachers to navigate between their university study and career context. This paper presents a scoping review that reports on skills, knowledge, and attributes of supervising teachers. The review also outlines what is currently known about the role of the supervising teacher and mechanisms to support their professional development. The scoping review included papers from 2003 to 2023 and identified 19 studies for inclusion. Most of the studies were qualitative studies based in Australian schools and early childhood settings, although there were some international studies. Using both a thematic and content analysis approach, this paper puts forward a framework for understanding the skills, knowledge, and attributes of supervising teachers, applicable across contexts. It also highlights the complex work of supervising teachers as they navigate being both a judge and mentor and the availability of professional development for this role. Future research could use the framework developed in this paper as a tool for greater understanding of the invisible work of supervising teachers. [ABSTRACT FROM AUTHOR]
Databáza: Academic Search Index
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Abstrakt:School placements are an integral component of a pre-service teacher’s experience, and the supervising teacher is potentially the first point of crossing from theory to practice. These important partners help pre-service teachers to navigate between their university study and career context. This paper presents a scoping review that reports on skills, knowledge, and attributes of supervising teachers. The review also outlines what is currently known about the role of the supervising teacher and mechanisms to support their professional development. The scoping review included papers from 2003 to 2023 and identified 19 studies for inclusion. Most of the studies were qualitative studies based in Australian schools and early childhood settings, although there were some international studies. Using both a thematic and content analysis approach, this paper puts forward a framework for understanding the skills, knowledge, and attributes of supervising teachers, applicable across contexts. It also highlights the complex work of supervising teachers as they navigate being both a judge and mentor and the availability of professional development for this role. Future research could use the framework developed in this paper as a tool for greater understanding of the invisible work of supervising teachers. [ABSTRACT FROM AUTHOR]
ISSN:1359866X
DOI:10.1080/1359866x.2025.2591871