Öz In most teacher education programmes, school-faculty partnerships provide a vital opportunity for student teachers to learn about teaching. This partnership, however, is undermined by the lack of collaboration between cooperating teachers and university supervisors who are paired up in a student teaching triad to help student teachers improve their teaching skills. As it has been reported in the literature that both cooperating teachers and university supervisors act upon their personal beliefs of how to supervise student teachers, one way to resolve this lack of collaboration is to understand their supervision beliefs. Therefore, drawing on the Personal Construct Theory, this case study aims at exploring the personal theories of a supervisor and a cooperating teacher in relation to effective supervision. The data was collected through the repertory grid technique and analysed on a REP Plus computer software program. The analysis was also supported by follow-up interviews. The results revealed shared and idiosyncratic personal theories of the university supervisor and the cooperating teacher and suggest the need for reflective dialogue and joint communication between dyad members over these beliefs to sustain collaborative school-university partnership.
Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172. https://doi.org/10.1080/13664530.2010.494495
Altan, M. Z., & Sağlamel, H. (2015). Student teaching from the perspectives of cooperating teachers and pupils. Cogent Education, 2(1), 1-16. https://doi.org/10.1080/2331186X.2015.1086291
Aydin, E. (2009). An evaluation of the aims of the faculty school partnership sheme by mathematics student teachers and their mentors. Journal of Instructional Psychology, 36(2), 1-9.
Bates, A.J., Drits, D. & Ramirez, L. (2011). Self-awareness and enactment of supervisory stances: Influences on responsiveness toward student teacher learning. Teacher Education Quarterly, 38(3), 69-87.
Beck, C. & Kosnik, C. (2002). Professors and the practicum: Involvement of university faculty in preservice practicum supervision. Journal of Teacher Education, 53(1), 6-19. https://doi.org/10.1177/0022487102053001002
Borko, H., & Mayfield, V. (1995). Supervision in learning to teach. Teaching and Teacher Education, 10(5), 501-518. Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placement. Journal of Education for Teaching, 32(4), 353-368. https://doi.org/10.1080/02607470600981912
Bullough, R. V., & Draper, R. J. (2004). Making sense of a failed triad: Mentors, university supervisors, and positioning theory, Journal of Teacher Education, 55(5), 407-420. https://doi.org/10.1177/0022487104269804
Butler, B. M., & Cuenca, A. (2012). Conceptualizing the roles of mentor teachers during student teaching, Action in Teacher Education, 34(4), 296-308. https://doi.org/10.1080/01626620.2012.717012
Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618
Cohen L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
Eraslan, A. (2008). A faculty-school partnership programme: Prospective mathematics teachers' reflections on school practice course. H. U. Journal of Education, 34, 95-105.
Fransella, F., Bell, R., & Bannister, D. (2004). A manual for repertory grid technique. John Wiley & Sons Ltd.
Furlong, J. (1996). Re-defining Partnership: Revolution or reform in initial teacher education?. Journal of Education for Teaching, 22(1), 39-56. https://doi.org/10.1080/02607479650038418
Gaines, B. R., & Shaw, M. L. G. (2018). RepGrid manual: Eliciting, entering, editing and analyzing a conceptual grid. Retrieved from http://pages.cpsc.ucalgary.ca/~gaines/Manuals/RepGrid.pdf
Gürsoy, E., & Damar, E. A. (2011). Cooperating teachers’ awareness about their role during the teaching practice course: The Turkish context. e-Journal of New World Sciences Academy, 6(1), 54-65.
Haciomeroglu, G. (2013). The field experiences of student teachers and effective mathematics teaching in Turkey. Australian Journal of Teacher Education, 38(2). https://doi.org/10.14221/ajte.2013v38n2.5
Jankowicz, D. (2004). The easy guide to repertory grids. John Wiley & Sons Ltd.
Kelly, G. (1955). The psychology of personal constructs: Volumes one and two. W. W. Norton & Company.
Kelly, G. (1970). Behaviour is an experiment. In D. Bannister (Ed.), Perspectives in personal construct theory (pp. 255-269). Academic Press.
Kelly, G. (2017). A brief introduction to personal construct theory. Costruttivismi, 4, 3-25. https://doi.org/ 10.23826/2017.01.003.025
Kiraz, E. (2003). The impact of supervising teachers: Are they really competent in providing assistance to teacher candidates' professional growth?. Mediterranean Journal of Educational Studies, 8(2), 75-93.
Kiraz, E., & Yildirim, S. (2007). Enthusiasm vs. experience in mentoring: A comparison of Turkish novice and experienced teachers in fulfilling supervisory roles. Asia Pacific Education Review, 8(2), 250-261.
Koc, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28, 818-826. https://doi.org/10.1016/j.tate.2012.03.007
Lortie, D. (1975). Schoolteacher: A sociological analysis. University of Chicago Press.
Merriam, S. B. (2009). Qualitative case study research. In Qualitative research: A guide to design and implementation (pp. 39–54). Jossey-Bass.
Ministry of National Education (MoNE) (2018). Uygulama öğrencilerinin millî eğitim bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge [Circular for practice teaching to be fulfilled by student-teachers in educational institutions of Ministry of National Education]. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2020_07/13135500_Yonerge.pdf
Mutlu, G. (2014). Challenges in practicum: Pre-service and cooperating teachers’ voices. Journal of Education and Practice, 5(36), 1-7.
Paker, T. (2000). Teaching practice from student teachers’ perspective. Cukurova University, Journal of Social Sciences, 6(6), 111-118.
Paker, T. (2008). Öğretmenlik uygulamasında öğretmen adaylarının uygulama öğretmeni ve uygulama öğretim elemanının yönlendirmesiyle ilgili karşılaştıkları sorunlar [Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23, 132-139.
Rakicioglu-Soylemez, A., & Eroz-Tuga, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39(10). https://doi.org/10.14221/ajte.2014v39n10.10
Shaw, M. (1980). On becoming a personal scientist. Academic Press.
Slick, S. K. (1997). Assessing versus assisting: The supervisor’s roles in the complex dynamics of the student teaching triad. Teaching and Teacher Education, 13, 713-726. https://doi.org/10.1016/S0742-051X(97)00016-4
Slick, S. K. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14, 821-834. https://doi.org/10.1016/S0742-051X(98)00028-6
Winter, D. A. (1994). Personal construct psychology in clinical practice: Theory, Research and Applications. Routledge.
Yayli, D. (2008). Theory–practice dichotomy in inquiry: Meanings and preservice teacher–mentor teacher tension in Turkish literacy classrooms. Teaching and Teacher Education, 24, 889–900. https://doi.org/10.1016/j.tate.2007.10.004
Yin, R. K. (2003). Case study research: Design and methods. Sage Publications.
Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1/2), 89–99.
Zuber-Skerritt, O., & Roche, V. (2004).A constructivist model for evaluating postgraduate supervision: A case study. Quality Assurance in Education, 12(2), 82-93. https://doi.org/10.1108/09684880410536459