Date of Award
Spring 3-12-2018
Degree Type
Dissertation
Degree Name
Doctor of Education in Teacher Leadership (Ed.D)
Department
Educational Leadership
Committee Chair/First Advisor
Dr. Olga Koz
Committee Chair
Dr. Toni Strieker
Second Committee Member
Dr. Sanjuana Rodriguez
Abstract
Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education (Borko & Mayfield, 1995). At the core of this experience is the supervisory triad, consisting of the pre-service teacher, mentor teacher, and university supervisor. Utilizing positioning theory as its theoretical framework, this qualitative meta-synthesis synthesized eleven pieces of empirical research focused on the interpersonal dynamics of the supervisory triad. The findings of this study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. The implications of these findings are discussed through the lens of positioning theory and in connection to practice in the field.