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Colección:
La Educación
Número: (117) I
Año: 1994

Introduction

In recent years, the supervision of preservice teacher education students has gained considerable attention. This concern is due to the increasing emphasis placed on field experiences in the professional development of teachers by departments and colleges of education and by state certification agencies. The common assumption surrounding field experiences is that people can learn to teach, or at least teach better, and that field experiences afford such opportunities. In order to improve practice, teacher education students listen to what others, such as their cooperating teacher and college supervisor, say about their teaching. Therefore, the potential for constructive and helpful feedback during clinical field experiences is great.

The learning process generally is facilitated by immediate constructive and helpful feedback. In the area of supervision, such feedback is often restricted by the inability of the supervisor to provide immediate and simultaneous reinforcement and/or intervention to the trainee or student. Traditional supervision strategies rely on after-the-fact discussions of what occurred and suggestions on how it might be improved given the same conditions and circumstances. This common model of supervision lacks an effective means of providing feedback and reinforcement or intervention during the ongoing process when the greatest potential for learning occurs.