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  • 1.
    Bjørndal, Cato
    et al.
    Arctic University of Norway, Tromsø, Norway.
    Mathisen, Petter
    University of Agder, Kristiansand, Norway.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science.
    Thornberg, Fredrik
    Challenges of the supervision process in the teacher education practicum: A qualitative research review2024In: 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)
    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.

  • 2.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    van Driel, Jan
    Leiden Univ, ICLON, NL-2300 RA Leiden, Netherlands.
    Teaching together and learning together - Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom2010In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 26, no 6, p. 1309-1318Article in journal (Refereed)
    Abstract [en]

    This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7-9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.

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