Table 2 - uploaded by Rebecca West Burns
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The importance of supporting preservice teacher (PST) growth within the clinical setting has received increasing attention (National Council for Ac-creditation of Teacher Education, 2010). Understanding how supervisors who are responsible for supporting PST growth within the clinical setting learn about their work is important in meeting the expect...
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Citations
... Nonetheless, interactive feedback also helps supervisors to easily identify some hidden barriers to pre-service teacher learning and assist in rectifying the situation (Abas, 2016;Agudo & de Dios, 2016). In contrast, studies also show that when feedback is non-engaging, it creates discomfort, anxiety, and stifles creativity and independent thinking among pre-service teachers (Burns & Badiali, 2016). ...
... This type of feedback constrained preservice teachers' ability to actively think, ask questions and critique which led to lower motivation and morale towards learning to teach. Similarly, other studies show that when feedback is non-engaging, it creates discomfort, anxiety, stifles creativity and independent thinking among pre-service teachers (Burns & Badiali, 2016;Harris, Jervis-Tracey, & Keogh, 2013 Further research revealed that when pre-service teachers are equally engaged in feedback discussion, they have the opportunity to uncover and dispel their misconceptions and learn effectively (Caires et al., 2012;Richardson et al., 2017). ...
This study explores the role of the triad relationship in shaping pre-service teachers’ experience during teaching practice. The study is descriptive in nature employing a qualitative approach and data from a sample of five pre-service teachers, five college supervisors, five mentor teachers and three Heads of school. The data were analysed through thematic analysis. The findings revealed that limited triad relationship, limited social and instructional support from mentor teachers and supervisors’ limited assessment and feedback provision, negatively impacted pre-service teachers’ learning during teaching practice. To achieve a functioning triad the paper suggests that it is important to equally engage supervisors, mentor teachers and Heads of school in formulating appropriate support practices for pre-service teachers. Such practice may include implementing a feedback process where all members of the triad come together.
... Like teaching, supervision can be emotionally charged, as supervisors might face internal struggles and external conflicts with others (Burns & Badiali, 2016). While teacher self-care has become a major concern and scholarship has been increasing around the topic (see Hyde, 2012;Jennings, 2015;Schussler et al., 2016;Villate & Butand, 2017), little has been published on supervisor self-care. ...
... While teacher self-care has become a major concern and scholarship has been increasing around the topic (see Hyde, 2012;Jennings, 2015;Schussler et al., 2016;Villate & Butand, 2017), little has been published on supervisor self-care. Burns and Badiali (2016) reported that supervisors often coped with stress in the field by validating their existing beliefs, which only heightened the stress. They recommended emotional mentoring or "consoling the novice supervisor or diffusing the intensity of the emotions that arise from disorienting dilemmas encountered while they were working in the field as supervisors" (p. ...
