An updated framework for knowledge, skills, and attributes of supervising teachers in Australia
Year: 2026
Type: article
Study design: Observational Study
Abstract: Supervising teachers are central to school–university partnerships and to the professional experience of preservice teachers. This paper reports findings from a study examining the knowledge, skills, and attributes associated with effective supervising teachers. Survey data were collected from supervising teachers (n = 208) and university staff (n = 74) using open-ended and closed-ended questions. This paper focuses on responses to two open-ended questions regarding the characteristics and attributes of quality supervising teachers. More than 11,000 words of qualitative survey data were analysed using semantic content analysis. Findings identified ten commonly reported characteristics, including being communicative, supportive, organised, open-minded, and able to provide feedback. Participants also highlighted attributes such as empathy, patience, attentiveness, and approachability. Drawing on these findings and previous literature, the paper presents an updated framework of supervising teacher knowledge, skills, and attributes. The framework highlights the relational and multifaceted nature of supervising teacher practice.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7222575467