The student teaching internship as a school-based field experience has been considered the most important and valuable period in teacher preparation programs (Askins & Imwold, 1994; Coleman & Mitchell, 2000; Conant, 1963; Ocansey, 1988; Paese, 1984; Tannehill, 1989; Tannehill & Zakrajsek, 1988; Zeichner, 1980). The research on field experiences has contributed to: (a) the analysis of the student teaching phase in teacher education programs, (b) interpersonal role relationships between teacher candidates (TC), cooperating teachers (CT), and (c) university supervisors (US), and attitude/ belief changes of TC and CT. Within physical education, the research has shown limited impact of teacher preparation programs on the TCs perception, belief, concerns, and teaching (Boggess, Mcbride, & Griffey, 1985; Doolittle, 1993; Hynes-Dusel, 1999; (McCallister & Napper-Owen, 1999; Rikard & Knight, 1997; Schempp, 1985). Moreover, inadequate preparation and limited teaching skills are considered as barriers to effective teaching and supervisory practice for those involved in the field experience (Rekard & Veal, 1996; Tannehill & Zakrajsek, 1988). However, very little research has explored the expectations and needs during the field experience from the viewpoint of all stakeholders in the supervision process. The purpose of this study was to explore the expectations and needs of all stakeholders in the supervision process during student teaching internship. Specific research questions were: 1) What do stakeholders (e.g., PETE faculty (PF), US, CT, & TC) expect from other stakeholders and need in the supervision process? and 2) Are there differences in the expectations and needs among the stakeholders in the supervision process related to their experiences during student teaching internship?
Method
This study utilized focus group interviews to collect data from four groups of stakeholders who have been engaged in the supervision process during the student teaching internship experience: university faculty, university supervisors, cooperative teachers, and teacher candidates. The interview data were analyzed using constant comparison. Trustworthiness was established through triangulation of the data, peer review and debriefing, and member checking.
Analysis/Results
Significance of readiness to provide and acquire structured field experience and communication between the stakeholders emerged as themes from the interviews.
Conclusions
This study suggested maintaining positive relationship between the stakeholders to secure effective student teaching internship during the teacher education programs.