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Challenges of the supervision process in the teacher education practicum: A qualitative research review
Arctic University of Norway, Tromsø, Norway.
University of Agder, Kristiansand, Norway.
Halmstad University, School of Education, Humanities and Social Science.ORCID iD: 0000-0002-2953-8686
2024 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 146, p. 1-24, article id 104619Article, review/survey (Refereed) In press
Abstract [en]

Extensive research has identified many quality-related challenges in the K-12-practicum. However, no previous literature reviews have synthesised the challenges of the various activities involved in the practicum supervision process (planning, teaching and observation, preparations for supervision, supervision sessions and post-supervision reflection). This review identifies interrelated challenges for the experiential supervision process, such as limited student activity, and qualitative challenges of observation, feedback, reflection and collaboration. The review highlights the lack of research on certain components and the need for a more holistic research focus regarding the interrelationship of activities involved in the supervision process, specifically in terms of quality. © 2024 The Authors.

Place, publisher, year, edition, pages
Oxford: Elsevier, 2024. Vol. 146, p. 1-24, article id 104619
Keywords [en]
Teacher education, Practicum, Mentor, Supervision process, Observation, Supervision session
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-53342DOI: 10.1016/j.tate.2024.104619Scopus ID: 2-s2.0-85193272316&OAI: oai:DiVA.org:hh-53342DiVA, id: diva2:1858797
Available from: 2024-05-19 Created: 2024-05-19 Last updated: 2024-05-27Bibliographically approved

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Wennergren, Ann-Christine

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