Abstract:
This article is based on a research study (McDonald, 2001) which identified and described the beliefs, attitudes and practices of associate (mentor) teachers within a New Zealand context. The purpose of the research was to investigate associate teachers’ supervision styles and to identify what makes them successful. Data was collected from associates, visiting lecturers and student teachers. Analysis of the data indicated that an effective associate teacher needs to motivate student teachers, find out about their learning needs, discuss their perceptions about teaching, and model effective teaching practice. Associate teachers should also provide regular feedback, and ensure that their classroom climate supports the supervision of students. Student teachers should have the opportunity to engage in critical reflection. The study concluded that associate teachers’ own personal pedagogy should be effective, that they should have up-to-date curriculum and professional knowledge and should also be clear communicators with the ability to talk and listen to students. The findings of this research confirmed the importance of successful practicum experiences for student teachers in the development of becoming an effective practitioner.
