| Abstrakt: |
In the absence of literature addressing best practices for university supervisors working with pre-service teachers in school health programs, this systematic literature review explores best practices for supervision of teacher candidates across content areas and applies the findings to school health teacher education. Results suggest that collabo-rative styles of mentoring may be most effective, modeling desirable teaching behaviors can improve teacher can-didate self-efficacy, and advocacy for innovative methods can facilitate development of teacher identity. Univer-sities providing training to faculty supervisors and school health doctoral students can improve the future quality of health education teacher candidate supervision. Future research should focus on whether teacher candidate super-vision impacts health education quality, and if so, which supervisory practices are most effective. [ABSTRACT FROM AUTHOR] |
