Teaching practice: University supervisors’ experiences and perceptions of a cooperating physical education teacher education programme
Abstract
The purpose of this research was to examine university supervisors’ experiences and perceptions of a cooperating physical education teacher education (COPET) programme while on teaching practice. Teaching practice is a central tenet of physical education teacher education (PETE) preparation. The COPET programme was designed to support the triad members of student teachers, cooperating teachers and university supervisors during teaching practice. The programme was piloted with 30 student teachers, 26 cooperating teachers and 10 university supervisors during a two-week teaching practice placement. A total of six university supervisors participated in a focus group to determine their experiences and perceptions of the programme. Findings indicated that the COPET programme provided a helpful and structured framework for the role of university supervisor. Future directions for the programme revolve around universities’ need to consider ways of encouraging supervisors to work collaboratively with student teachers, cooperating teachers and other university supervisors to improve the teaching practice process.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Meegan et al. (2013) found that university supervisors were helpful in guiding student teachers, like their mentor teachers.
“For example, in their study, Meegan et al. (2013) the university supervisors were helpful to also guide the student teachers, like their mentor teachers.”
From IsiZulu Home Language Teachers’ Experiences of Mentoring Pre-Service Teachers During Teaching Practice in Durban, South Africa (2025) · cites this paper as Meegan et al. (2013)
Cited by
Sorted by citations
Nkosi, Z. P. (2025) · INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES · doi:10.31901/24566322.2025/51.01.1354
- Authors
- Meegan, S., Dunning, C., Belton, S., & Woods, C.
- Affiliations
- Dublin City University (IE)
- Venue
- European Physical Education Review
- Publisher
- SAGE Publications
- Published
- 2013-01-28
- Volume
- 19
- Issue
- 2
- Pages
- 199-214
- ISSN
- 1356-336X (ISSN-L)
- 1741-2749
- OpenAlex
- W2118573737
- Cited by
- 30
- References
- 0
- Citations by year
- 2025: 2 · 2024: 2 · 2023: 2 · 2022: 6 · 2021: 4 · 2020: 2 · 2019: 3 · 2018: 3 · 2017: 1 · 2016: 3 · 2014: 2
- FWCI
- 4.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Physical Education Review (publishedVersion)
- Topics
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Social Sciences › Education › Teacher Education and Leadership Studies
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Training Studies
- Keywords
- teaching practice, university supervisors, physical education teacher training, cooperating teachers, pre-service teachers, supervisor role, collaborative supervision, student teaching placements
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
