Training of supervising teachers to support the professional growth of preservice teachers

Abstract

This article reports about construction and implementation of professional development programme for preservice teachers' supervisors. These supervisors are responsible for in-field practice of preservice teachers in preschool and primary school education programmes. The professional development programme consists of six modules that provide theoretical foundation for the work of supervisors. For each of the modules a textbook was composed by the faculty staff. The textbooks were assessed by 16 supervising teachers in order to generate ideas for their improvement. The chief aim of this article is to evaluate the professional development programme through interviews and workshops with its attendees. The sample of attendees was 50 teachers who originated from preschools and primary schools in the Moravian part of the Czech Republic. The data allow to conclude that the professional development programme contributed to better understanding of the function and processes of supervising. The attendees confirmed that supervising activity has a decisive role in preservice teachers' learning and that it supplements lectures and seminars of the university programme in a substantial way, though it does not substitute them. They became aware of a range of roles they have to perform while working with preservice teachers, which are as diverse as "opener the door" or a successful teacher model. In addition to knowledge and skills, this professional development programme provided social support, and creation of supervisor community for exchanging experiences and mutual trust of supervisors.