This study examined whether two different internship structures affected educational leadership students’ supervision experience, beliefs about supervision, and learning of a clinical supervision model. Some students supervised pre-service teachers placed at their schools, while others supervised in-service teachers employed at their schools (a more traditional internship). Students who supervised pre-service teachers reported using the various supervision components to a greater extent than did students who supervised in-service teachers. Although beliefs about the importance of different supervision components did not differ across groups, learning of the clinical supervision model was greater for students who supervised pre-service teachers than for those who supervised in-service teachers.
This document was originally published in Journal of Organizational and Educational Leadership by Digital Commons @ Gardner-Webb University. Copyright restrictions may apply. https://digitalcommons.gardner-webb.edu/joel/vol1/iss2/4/
Winslow, Robin D.; Eliason, Meghan; and Thiede, Keith W.. (2016). "Comparing the Effect of Two Internship Structures On Supervision Experience and Learning". Journal of Organizational and Educational Leadership, 1(2), 4-1 - 4-25.
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