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Perspective of Supervising Teachers and Tertiary Supervisors on Professional Learning for Professional Experience.

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Název: Perspective of Supervising Teachers and Tertiary Supervisors on Professional Learning for Professional Experience.
Autoři: Monteleone, Chrissy, Cliff, Ken, Andrews, Rebecca, Babic, Mark, Smithers, Kathleen, Winslade, Matthew, Hay, Iain
Zdroj: Education Sciences; Oct2025, Vol. 15 Issue 10, p1413, 21p
Témata: SITUATED learning theory, COMMUNITIES of practice, GROUP work in education, OCCUPATIONAL training, PROFESSIONAL employee training, ACADEMIC support programs, MASTER teachers, SUPERVISORS
Abstrakt: To examine current support mechanisms for supervising teachers and tertiary supervisors in professional experience placements, we investigated the perceived effectiveness of and explored strategies for enhancing university–school collaboration through the lens of situated learning theory, operationalized via a Communities of Practice framework. Data were collected from 282 interview participants across multiple institutions. Findings reveal opportunities for enhancing support mechanism availability and effectiveness, with many supervising teachers expressing interest in additional preparation and ongoing support. University supervisors highlight opportunities to strengthen communication and resource allocation to enhance school collaboration. These findings suggest that systematic investment in community-building approaches, strengthening domain knowledge, fostering mutual engagement through collaborative professional learning, and developing shared practices through effective boundary objects, is essential to transforming fragmented supervision practices into coherent communities of practice that enhance professional experience quality and university–school partnerships. [ABSTRACT FROM AUTHOR]
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Abstrakt:To examine current support mechanisms for supervising teachers and tertiary supervisors in professional experience placements, we investigated the perceived effectiveness of and explored strategies for enhancing university–school collaboration through the lens of situated learning theory, operationalized via a Communities of Practice framework. Data were collected from 282 interview participants across multiple institutions. Findings reveal opportunities for enhancing support mechanism availability and effectiveness, with many supervising teachers expressing interest in additional preparation and ongoing support. University supervisors highlight opportunities to strengthen communication and resource allocation to enhance school collaboration. These findings suggest that systematic investment in community-building approaches, strengthening domain knowledge, fostering mutual engagement through collaborative professional learning, and developing shared practices through effective boundary objects, is essential to transforming fragmented supervision practices into coherent communities of practice that enhance professional experience quality and university–school partnerships. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci15101413