Best Practices of Effective Student-Teacher Supervision Based on NASPE Standards: The NASPE Standards for Beginning Teachers Can Help Mentor Teachers and College Supervisors Instill Good Practices in Preservice Teachers

Autor/in	Mozen, Diana
Titel	Best Practices of Effective Student-Teacher Supervision Based on NASPE Standards: The NASPE Standards for Beginning Teachers Can Help Mentor Teachers and College Supervisors Instill Good Practices in Preservice Teachers
Quelle	In: Journal of Physical Education, Recreation & Dance (JOPERD), 76 (2005) 6, S.40 (6 Seiten)Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0730-3084
Schlagwörter	Beginning Teachers; Student Teacher Supervisors; Interpersonal Communication; Mentors; Preservice Teachers; Physical Education Teachers; Compliance (Legal); Instructional Effectiveness; Observation; Teacher Competencies; Standards; Supervisor Qualifications; Accountability; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Interpersonale Kommunikation; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Unterrichtserfolg; Beobachtung; Lehrkunst; Standard; Verantwortung
Abstract	Physical education teacher education (PETE) programs across the nation wish to comply with the 10 beginning teacher standards established by the National Association for Sport and Physical Education (NASPE, 2003). To help further this compliance, this article gives examples of best practices for supervising student teachers using the standards as an outline. The college supervisor must possess knowledge of effective teaching practices, must be trained in observation skills using systematic observational instruments, must be proficient in conferencing skills, and must be a good listener. Observations should be well planned and organized using verbal and nonverbal communication. In other words, the NASPE standards for beginning teachers should be used to hold accountable both the student teacher and the supervisor. Working through a collaborative process, the supervisor teaches the student teacher how to analyze her or his own teaching (Neide, 1996). By following the 10 NASPE standards, the final product should be an effective teacher who knows what it takes to grow professionally and become a successful physical educator. (ERIC).
Anmerkungen	Journal of Physical Education, Recreation & Dance, American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193, ext. 493 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10