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The voice of the school advisor : perceptions of their practice Schmidt, Christina Renee
Abstract
This study explores the role of the school advisor in teacher education. The role of the school advisor has been viewed as problematic because of the ambiguity surrounding the expectations of this position. In fact, 13.7% of the beginning teachers found that uncertain expectations of the school advisor's role were a source of conflict in their practicum (BCCT, 2001, p. 17). This study examines responses to the "Voice of the School Advisor" survey, which asked school advisors to provide perceptions of their role. The qualitative responses provided for these questions were analyzed using comparative analysis (Strauss and Corbin, 1998), where categories are developed from the similarities and differences among responses. Twenty-seven response categories emerged from the advisors' responses to Question (10): What are the three most important things that you try to communicate to your student teachers? Nineteen categories emerged from Questions (17/18): If you were able to change one thing about the way in which UBC organizes its practica, what would it be? Is there anything else you would like to highlight in your work with student teachers? The definition and explanation of these categories presents a colourful and dynamic picture of the advisory role, which is generally found to be professionally satisfying and personally invigorating. Their paramount focus as advisors is to instil practical skills, while at the same time, the main concerns revolve around the way the university addresses these same issues. The identification of advisors' perceptions has implications for pre-service teacher education.
Item Metadata
| Title |
The voice of the school advisor : perceptions of their practice
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| Creator | |
| Publisher |
University of British Columbia
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| Date Issued |
2002
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| Description |
This study explores the role of the school advisor in teacher education. The role of the school
advisor has been viewed as problematic because of the ambiguity surrounding the expectations
of this position. In fact, 13.7% of the beginning teachers found that uncertain expectations of
the school advisor's role were a source of conflict in their practicum (BCCT, 2001, p. 17). This
study examines responses to the "Voice of the School Advisor" survey, which asked school
advisors to provide perceptions of their role. The qualitative responses provided for these
questions were analyzed using comparative analysis (Strauss and Corbin, 1998), where
categories are developed from the similarities and differences among responses.
Twenty-seven response categories emerged from the advisors' responses to Question (10):
What are the three most important things that you try to communicate to your student
teachers? Nineteen categories emerged from Questions (17/18): If you were able to change
one thing about the way in which UBC organizes its practica, what would it be? Is there
anything else you would like to highlight in your work with student teachers?
The definition and explanation of these categories presents a colourful and dynamic picture of
the advisory role, which is generally found to be professionally satisfying and personally
invigorating. Their paramount focus as advisors is to instil practical skills, while at the same
time, the main concerns revolve around the way the university addresses these same issues.
The identification of advisors' perceptions has implications for pre-service teacher education.
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| Extent |
5696863 bytes
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| Genre | |
| Type | |
| File Format |
application/pdf
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| Language |
eng
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| Date Available |
2009-08-14
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| Provider |
Vancouver : University of British Columbia Library
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| Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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| DOI |
10.14288/1.0054951
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| URI | |
| Degree | |
| Program | |
| Affiliation | |
| Degree Grantor |
University of British Columbia
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| Graduation Date |
2002-05
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| Campus | |
| Scholarly Level |
Graduate
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| Aggregated Source Repository |
DSpace
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Item Media
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Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.