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ORIGINAL RESEARCH article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1331348

Articulating the Supervisory Functions of University Supervisors in Vocational Education and Training Teaching Internship

Provisionally accepted
Lucie Dionne Lucie Dionne 1,2*Claudia Gagnon Claudia Gagnon 3,4Matthieu Petit Matthieu Petit 3,4
  • 1 Université du Québec à Rimouski, Rimouski, Canada
  • 2 Département des sciences de l'éducation, Université du Québec à Rimouski, Rimouski, Canada
  • 3 Université de Sherbrooke, Sherbrooke, Quebec, Canada
  • 4 Faculté d'Education, Université de Sherbrooke, Sherbrooke, Quebec, Canada

The final, formatted version of the article will be published soon.

    This article examines supervisory practices in vocational education and training teaching internships within a blended-learning system. Using a multiple-case study of five triads made up of a university supervisor, a cooperative teacher from the workplace and a student teacher, we analyze practices through the lens of supervisory functions: support, mediation between theory and practice, collaboration, evaluation and internship management. Our findings show that support and evaluation practices are dominant within triads. The management function is characterized by practices surrounding the selection and use of digital tools to supervise student teachers in a blended-learning system. The collaboration function appears to be inconsistent from one triad to another, while the mediation between theory and practice function plays a limited role in the practices of all supervisors, despite being identified as one of their main responsibilities.

    Keywords: university supervisor's practices, Remote Supervision, Vocational education and training, internship, teacher training

    Received: 21 Nov 2023; Accepted: 12 Aug 2024.

    Copyright: © 2024 Dionne, Gagnon and Petit. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Lucie Dionne, Université du Québec à Rimouski, Rimouski, Canada

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.