Separating supervisory roles in a New Zealand student teaching practice

Abstract

A persistent international problem in teacher education supervision is the dilemma between working with a teacher as a friendly colleague and simultaneously having to evaluate the teacher. In New Zealand, educators at the University of Waikato resolve this dilemma by separating the liaison and evaluative roles of the university supervisor. The model was explored through analysis of the perspectives of, and dialogues between student teachers, associate teachers, liaison and evaluative lecturers. While common supervisory tasks overlap, differentiated supervisory roles were seen during observations, heard in conference dialogue, and identified on student teacher surveys.