The belief systems of university supervisors in an elementary student‐teaching program

Abstract

This paper reports the findings of a study conducted to determine the range of supervisory‐belief systems that existed among a group of nine university supervisors in an elementary student‐teaching program at a large midwestern university in the USA. In the present study, supervisory‐belief systems refer to the ways in which university supervisors think about their work with student teachers, within the context of a specific teacher‐education program. Interviews were conducted with the supervisors to assess the purposes and priorities they held for their work with student teachers, and to ascertain the ways in which they carried out their supervisory roles. The results indicated that there were three distinct supervisory‐belief systems (technical ‐ instrumental, personal growth‐centered and critical) which guided the daily actions of these supervisors. The characteristics of these belief systems are discussed together with the implications of this study for research on student‐teacher supervision and for the preparation and training of university supervisors.