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A dichotomy in supervisory transformation: Technology and the art of teaching
DISSERTATION

, University of Northern Colorado, United States

University of Northern Colorado . Awarded

Abstract

Student teaching is commonly considered to be a very influential experience for pre-service teachers. This qualitative study employed ethnographic methods including interviews and document collection in order to better understand the beliefs and practices of cooperating teachers after using a web-based learning system during the student teaching practicum. Data were gathered from student teachers, cooperating teachers, and university supervisors to examine the supervisory process from all points of view. In-depth, semi-structured interviews were used to appraise the cooperating teachers' feelings of connectedness to the university physical education teacher education program, and the function of the web-based learning system in that attempted partnership. Blackboard ® was used as the internet resource tool for seven volunteer cooperating teachers who were hosting student teachers from a northeastern university. The Blackboard® content, which included an introduction, supervision skills, instructional skills, and resources, was developed by the researcher and reviewed by four university faculty members. The cooperating teachers were introduced to Blackboard® prior to their student teachers' placements and then interviewed at the end of the 8-week session. The seven student teachers recorded weekly data on the supervisory practices of their cooperating teachers and were interviewed at the end of their placements. Interviews were also conducted with the university supervisors who completed the seven triads. All interviews were tape-recorded, transcribed, and returned to the participants for member checks. Each cooperating teacher's mentoring story was told through a portrait, followed by the generation of themes using a constant comparison method of analysis. The convergent themes revealed that the cooperating teachers' use of Blackboard® as a resource was primarily affected by their level of computer skills and their amount of mentoring experience. The findings of the study suggest that the use of an internet resource for cooperating teachers may be beneficial for cooperating teachers who have little experience in mentoring. Findings additionally showed that cooperating teachers learn to be mentors from their own frames of reference and have more concern for the art of teaching or mentoring, rather than the science. Based on adult learning theory, the cooperating teachers did not experience transformative learning.

Citation

Bailey, J. A dichotomy in supervisory transformation: Technology and the art of teaching. Ph.D. thesis, University of Northern Colorado. Retrieved February 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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