چکیده (انگلیسی):

The intent of the study was to ascertain university faculties’ perceptions, through semistructured interviews, about supervision and mentoring of student teachers. Findings
indicated faculty supervisors’ perceived feedback to student teachers about student
engagement as important. Additionally, supervisors believed building trust with student
teachers was instrumental to the supervisory relationship, yet they believed they did little
to intrinsically motivate student teachers. Supervisors mostly used two steps of the
clinical supervision model, namely extended observations and post-observation
conferences. Finally, faculty supervisors described a directive-control approach when
remediating ineffective student teachers and reinforced the idea that effective teacher
supervision is a collaborative effort. Implications for principals' supervision of novice
teachers are included.