Student teachers’ perceptions of motivation, independence, and supervision preferences: An exploratory study

Natalie Ferand; Bradley Coleman; J. C.  Bunch

doi:10.37433/aad.v3i3.195

Authors

Natalie Ferand Virginia Tech University, USA https://orcid.org/0000-0001-9505-1764
Bradley Coleman Oklahoma State University, USA https://orcid.org/0000-0001-5981-5747
J. C. Bunch University of Florida, USA https://orcid.org/0000-0001-8729-2349

DOI:

https://doi.org/10.37433/aad.v3i3.195

Keywords:

mixed methods, internship, support, supervision, university supervisor

Abstract

The student teaching experience is one of the most impactful capstone experiences for the preparation of preservice teachers. The supervisor, either a cooperating teacher or university supervisor, plays a critically important role in the student teaching experience. The purpose of this study was to explore preservice teachers' perceived motivation and independence throughout their student teaching experience. It is recommended that early in the student teaching experience, a directive supervision style should be utilized. Then, as motivation starts to decline in the middle of the student teaching experience, the focus of supervision should shift to providing moral support and encouraging commitment to the profession of teaching. Recommendations for future research include replication of this study with future cohorts of student teachers across multiple institutions so data trends can be analyzed longitudinally. Additionally, it is recommended that future iterations of this study should administer a post-then version of the quantitative plotting instrument to control response shift bias.

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