The effect of peer clinical supervision on the concerns of student teachers

The purpose of this study was to examine the impact of a concentrated supervisory training program on the concerns of student teachers and specifically to determine if using peer clinical supervision enabled a student teacher more readily to resolve self and task concerns and progress to impact concerns as identified in the theoretical model developed initially by Fuller (1969). The sample consisted of 94 elementary education student teachers who completed twelve weeks of student teaching during either the Fall or Spring semesters of the 1983-84 academic year. Two Cohorts of subjects were studied with the second Cohort receiving a replication of the treatment received by the first. The content of the course treatment remained the same for each Cohort. However, in order to control for instructor impact two different instructors were responsible for the course in successive semesters. Instructors shared only a common syllabus which insured they followed the same training format with the students but no attempt was made to control for either teacher's style. [...]