ABSTRACT If the practicum is the most valued element of a teacher education program, how good is each teacher candidate’s learning and how well is it supported by the university supervisor? While most self-studies of teacher education practices focus on practices in the university classroom, this article reports an analysis of a supervisor’s practices, with special attention to underlying assumptions of the supervisor. Data permitted identification of patterns in the supervisor’s pedagogy and in teacher candidates’ responses to that pedagogy. The supervisor’s underlying assumptions and the contribution of conversations with a critical friend were identified. A table was constructed to contrast the assumptions in two stances toward supervision, one characterized as transmission and the other as interpretation. Conclusions emphasize the importance of listening to each candidate’s voice and including a metacognitive element in a supervisory conversation after a lesson observation.

中文翻译：

---

监督教师教育实践：与关键朋友的自学

摘要如果该实践是教师教育计划中最有价值的要素，那么每个教师候选人的学习情况如何？大学指导者对它的支持程度如何？虽然大多数教师教育实践的自学都集中在大学教室的实践中，但本文报告了对主管实践的分析，并特别注意了主管的基本假设。数据可以识别主管的教学法和应试者对该教学法的反应方式。确定了主管的基本假设以及与关键朋友的对话的贡献。构建了一个表格，以对比两种对监督的假设，一种表示传播，另一种表示解释。