Background/Purpose Student teaching and early field experiences are invaluable to physical education teacher education (PETE) students (Wright, 2001). However, there is no published research that relates to post-lesson observation conferences between university supervisors and PETE students. The purpose of this study was to first determine PETE students' thoughts and perceptions about university supervision, and collect and analyze data pertaining to the aforementioned conferences.
Method Data collection began with students (n=12 early elementary practicum students; n=12 early secondary practicum students; and n=15 in their final culminating teaching experience – student teaching or the ‘internship'), filling out a questionnaire (eight items) pertaining to university supervision. This open-ended instrument was self-designed and tested for face validity via vetting through a panel of experts, and pilot tested by five students. Conferences (three supervisors) were audio-recorded by portable dictation machines in a quiet setting immediately after the observed lesson. Research assistants transcribed the recordings in a timely manner and all students were granted anonymity.
Analysis/Results Questionnaire data were analyzed inductively, with the interview data analysis following Tsui et al.'s (2001) categories related to lower and higher order questions and responses, via ‘idea units'. Results of the questionnaires included the participants' stated desire for a “collaborative” approach to supervision. Data from conferencing revealed differences and similarities between supervisors and teaching environments, but overall students spoke more than supervisors. Also the majority of supervisors' questions, responses and students' responses were categorized as higher order.
Conclusions Results will be placed in the context of professional development opportunities for PETE faculty.