The use of developmental clinical supervision with student teachers in secondary choral music: Two case studies
Drafall, Lynn Ellen
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/23499
Description
Title
The use of developmental clinical supervision with student teachers in secondary choral music: Two case studies
Author(s)
Drafall, Lynn Ellen
Issue Date
1991
Doctoral Committee Chair(s)
Leonhard, Charles
Department of Study
Education, Music
Education, Teacher Training
Discipline
Education, Music
Education, Teacher Training
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Education, Teacher Training
Language
eng
Abstract
The purpose of this study was to develop a holistic description of the experiences of two cooperating teachers who used developmental clinical supervision in their work with student teachers in secondary choral music. Topics included were: (1) characteristics of the school settings; (2) professional characteristics of the cooperating teachers and student teachers; (3) organization and conduct of a cooperating teacher supervision workshop; (4) passage of the participants through directive, collaborative, and nondirective conference approaches, (5) student teachers' instructional development during the student teaching experience; and (6) perceptions of cooperating teacher toward their instruction in developmental clinical supervision.
"Case study methodology was used to develop this description. Ideal-case selection was employed to locate the participants (choral music cooperating teachers identified as ""superior""). The choral music student teachers assigned to them for the Spring, 1991 semester formed the remainder of the sample. Data were gathered from frequent observations, interviews with participants and significant informants to the study, video-tapes of weekly supervisory conferences, video-tapes of student teacher lessons, and journals kept by cooperating teachers and student teachers."
To prepare the cooperating teachers to use developmental clinical supervision, the researcher conducted a workshop based upon principles set forth by Glickman, Acheson and Gall, Cogan, and McGreal. The workshop topics included: (1) research-based effective teaching guides created by the researcher for use in the establishment of student teacher instructional goals; (2) quantitative and qualitative observational data collection instruments; (3) procedures specific to the clinical supervision cycle; and (4) directive, collaborative, and nondirective conference approaches appropriate to the level of student teacher thought development, as identified by Loevinger, Glickman, and Fuller.
At the conclusion of the student teaching experience, both cooperating teachers expressed highly positive opinions toward the use of developmental clinical supervision regardless of their student teacher's development. They also expressed satisfaction with their instruction. Further research in the beneficial effects of formal cooperating teacher preparation was recommended.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
