UNIVERSITY SUPERVISION WITHIN PHYSICAL EDUCATION TEACHER EDUCATION.

TRAINING of physical education teachers; TEACHER training; STUDENT teacher attitudes; SUPERVISION of student teachers; CLINICAL supervision (Education); SUPERVISION; OBSERVATION (Educational method); JOB shadowing; EXPERIENCED teachers; TEACHING experience

Physical education teacher education (PETE) students are given opportunities in "early field experiences" (EFEs) to observe and assist experienced teachers in schools. Typically, students are then required to do some autonomous teaching, to give them practical experience in the real world of local schools. Ultimately students will move on to student teaching as part of the process to prepare them to be effective teachers. Socialization research (Wright, 2001) tells us that the opportunities to teach in public school settings are the most valued experiences for students in a PETE program. An important aspect of this is the guidance provided by a university supervisor (US) who typically conferences with the student after an observed lesson. This article examines university supervision in general, the clinical supervision model specifically and how a PETE university supervision course could be structured to help Us be effective in this most important role. Supervision course topics examined include: types of clinical supervision (indirect, collaborative, and direct), students' preferred type of supervision, observation instruments, reflection-on-action, higher order thinking, role playing via videotaped lessons and the use of 'case study' methodology. Practical concerns related to conferencing, such as time constraints are discussed, as are issues related to interactions with a cooperating teacher. University supervisors play an important role with EFEs and the student teaching of PETE majors, and they should be properly trained for it. [ABSTRACT FROM AUTHOR]

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