The intent of the study was to ascertain university faculties’ perceptions, through semi-structured interviews, about supervision and mentoring of student teachers. Findings indicated faculty supervisors’ perceived feedback to student teachers about student engagement as important. Additionally, supervisors believed building trust with student teachers was instrumental to the supervisory relationship, yet they believed they did little to intrinsically motivate student teachers. Supervisors mostly used two steps of the clinical supervision model, namely extended observations and post-observation conferences. Finally, faculty supervisors described a directive-control approach when remediating ineffective student teachers and reinforced the idea that effective teacher supervision is a collaborative effort. Implications for principals' supervision of novice teachers are included.
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