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dc.contributor.authorSim, Cherylen_US
dc.date.accessioned2017-04-24T08:53:45Z
dc.date.available2017-04-24T08:53:45Z
dc.date.issued2011en_US
dc.date.modified2013-05-30T01:39:06Z
dc.identifier.issn1359866Xen_US
dc.identifier.doi10.1080/1359866X.2011.560653en_US
dc.identifier.urihttp://hdl.handle.net/10072/41952
dc.description.abstractThe school-based experiences of preservice teachers are much reported in research with school placement often presented as a `high stakes' endeavour. However, there is limited research on the impact of their presence on supervising teachers. This paper highlights supervision as bringing a change to teaching that impacts on teachers' identities. Tensions can emerge when teachers are required to act concurrently as teacher and supervisor. The paper argues that it is critical that the interpersonal demands of supervision become an important focus of the partnership between universities and schools if practicums are to be beneficial to all stakeholders.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent85630 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom139en_US
dc.relation.ispartofpageto149en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAsia-Pacific Journal of Teacher Educationen_US
dc.relation.ispartofvolume39en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.subject.fieldofresearchcode130313en_US
dc.title'You've either got [it] or you haven't' - conflicted supervision of preservice teachersen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 Australian Teacher Education Association. Published by Taylor & Francis. This is an electronic version of an article published in the Asia-Pacific Journal of Teacher Education, Vol. 39(2), 2011, pp. 139-149. The Asia-Pacific Journal of Teacher Education is available online at: http://www.tandfonline.com with the open URL of your article.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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