Abstract

Anyone who has assumed student teaching supervision role understands that it is a critical and central role in a teacher education program and knows also that it is a pivotal event in a student’s academic experience. Some qualified it as the most important part of the teacher education program (Bradley & Earp, Friebus, Funk & Hoffman, Shaver & Wise in Blocker & Swetnam, 1995). Ironically, after examining the professional literature on supervision of student teachers by their university supervisors, there is only a slim body of studies focused on supervision in teacher education. Although sporadic studies have raised awareness of issues surrounding university supervision, gaining a deeper understanding of many areas has not been adequately addressed. This study uses hermeneutic- phenomenological lenses to capture the essence of student teaching observation and the outcomes on student teacher professional growth.