Triad Educational Supervision: What Happens during Post-Lesson Conferences? A Multi-Case Study
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| Title: | Triad Educational Supervision: What Happens during Post-Lesson Conferences? A Multi-Case Study |
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| Language: | English |
| Authors: | Christophe Baco, Antoine Derobertmasure, Marie Bocquillon |
| Source: | Journal of Educational Supervision. 2025 8(1):1-40. |
| Availability: | UB ScholarWorks. Graduate School of Education, University at Buffalo, 119 Foster Hall, 300 Hayes Road, Buffalo, NY 14214. e-mail: scholarworks@buffalo.edu; Web site: https://scholarworks.lib.buffalo.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Supervision, Conferences (Gatherings), Teacher Supervision, Preservice Teachers, Reflective Teaching, Feedback (Response), Cooperating Teachers, Foreign Countries, Public Speaking, Performance Factors, Time |
| Geographic Terms: | Belgium |
| Abstract: | During post-lesson conferences, the trainers may adopt more or less directive supervisory styles, giving the pre-service teachers more or less of an opportunity to develop their reflective practice. Despite this, few studies have analyzed the actual practices of the three members of the triad from a fully cross-case perspective. This multi-case study presents an analysis of three post-lesson triad conferences. For this purpose, a grid for analyzing the professional practices of those in the triad was produced and used on the recordings of the post-lesson conferences. The results indicate that the pre-service teachers have a very short time to speak, which does not leave them much time to verbalize their reflective practice. The supervisor's professional practices were marked by a large amount of directive feedback. The professional practices of the cooperating teachers varied. These results highlight the need to further develop the reflective practices of preservice teachers during post-lesson conferences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501883 |
| Database: | ERIC |
| Abstract: | During post-lesson conferences, the trainers may adopt more or less directive supervisory styles, giving the pre-service teachers more or less of an opportunity to develop their reflective practice. Despite this, few studies have analyzed the actual practices of the three members of the triad from a fully cross-case perspective. This multi-case study presents an analysis of three post-lesson triad conferences. For this purpose, a grid for analyzing the professional practices of those in the triad was produced and used on the recordings of the post-lesson conferences. The results indicate that the pre-service teachers have a very short time to speak, which does not leave them much time to verbalize their reflective practice. The supervisor's professional practices were marked by a large amount of directive feedback. The professional practices of the cooperating teachers varied. These results highlight the need to further develop the reflective practices of preservice teachers during post-lesson conferences. |
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