Supervising Teachers and Student Teachers: Roles and Relationships in Primary Initial Teacher Education

Recent changes in UK government policy on Initial Teacher Training courses emphasise the importance of the school experience component in the acquisition and development of the competences required of beginning teachers.This study considered the experiences of students, faculty tutors and supervising teachers during the fourth year of the Bachelor of Education course at the University of Strathclyde.Views were sought on a number of aspects, including roles and responsibilities.The findings indicate that most students had a more than satisfac tory learning experience although the role adopted tended to be one of 'apprentice'.The role of classroom supervisor often lacked a clear remit with teachers frequently unsure of their responsibilities.Concerns were expressed over pressures of time and workload and teachers were unwilling to contemplate any increased remit.If they are to take on greater responsibility, it will be necessary to determine how best they can be supported in their new role.