Supervision matters: Collegial, developmental and reflective approaches to supervision of teacher candidates

Toni Strieker, Megan Adams, Neporcha Cone, Daphne Hubbard, Woong Lim

Research output: Contribution to journalArticle

3 Citations (Scopus)


This self-study examined the communication approaches of 15 university supervisors who oversaw teacher candidates enrolled in year-long, co-taught P-12 clinical experiences. Supervisors attended 20 hours of professional learning on pre-service co-teaching, developmental supervision, and instructional coaching. Findings indicated that our supervisors primarily used collaborative and nondirective communication approaches to improve candidates’ teaching skills, while facilitating collegial relationships between collaborating teachers and teacher candidates engaging in co-teaching, co-reflection, and co-generative dialogs. Ultimately, our findings suggested that these collaborative and nondirective communicative approaches played a significant role to enable our candidates to demonstrate selfdirected and self-regulated learning.

Original languageEnglish
Article number1251075
JournalCogent Education
Issue number1
Publication statusPublished - 2016 Jan 1


All Science Journal Classification (ASJC) codes

  • Education

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