The Effects of a Behavioral Model of Supervision on the Supervisory Behaviors of Cooperating Teachers

in Journal of Teaching in Physical Education
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Research in teacher education clearly indicates that student teachers are receiving feedback from supervisors that is vague and incomplete. For feedback provided during conferences to be effective, it must be specifically communicated so that student teachers can be held accountable for their performances. This study was designed to train cooperating teachers in a behavioral model of supervision (BMS-PE), which emphasizes communicating feedback with more details and holding student teachers accountable for their performances during postteaching conferences. The results of the investigation clearly indicated that the BMS-PE facilitated effective postteaching conferences. The implementation of the BMS-PE is associated with an increase in participants’ time spent in microincident and planning incident categories, a decrease in participants’ time spent in unrelated incident and macroincident categories, an increase in the communication of fully explicit tasks and type-3 accountability statements, and a decrease in the communication of implicit tasks and type-1 accountability statements.

This paper was presented at the American Alliance for Health, Physical Education, Recreation & Dance Convention, Las Vegas, April 1987.

Request reprints from Reginald T. Ocansey, Department of Physical Education, Ruffner Hall, 405 Emmet St., University of Virginia, Charlottesville, VA 22903.

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