Supervision Beliefs in Cooperating Teacher-University Supervisor Dyad: Implications for Reflective Dialogue to Strengthen Partnership

In most teacher education programmes, school-faculty partnerships provide a vital opportunity for student teachers to learn about teaching. This partnership, however, is undermined by the lack of collaboration between cooperating and university supervisors who are paired up in teaching triad help improve their skills. As it has been reported literature that both act upon personal beliefs how supervise teachers, one way resolve this understand supervision beliefs. Therefore, drawing on Personal Construct Theory, case study aims at exploring theories supervisor relation effective supervision. The data was collected through repertory grid technique analysed REP Plus computer software program. analysis also supported follow-up interviews. results revealed shared idiosyncratic suggest need reflective dialogue joint communication dyad members over these sustain collaborative school-university partnership.