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Teacher Education and Professional Development

The University of Maine

Journal

2019

Articles 1 - 8 of 8

Full-Text Articles in Education

Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander Dec 2019

Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander

Journal of Educational Supervision

experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators. …

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Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter Nov 2019

Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter

Journal of Educational Supervision

University mentors require specialized knowledge and skill to support teacher candidate learning in the context of fieldwork. Without such knowledge and skill, interactions between university mentors and teacher candidates is often evaluative, thus undermining the educative potential of mentoring. We focus on mentoring practices employed in the context of the post-observation conference. Findings from a year-long implementation study show that when university mentors are introduced to an educative mentoring protocol and are provided with sustained professional development, their mentoring practices shift from an evaluative to an educative focus. University mentors indicate that this shift, initially perceived as unnatural, was supported …

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Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira Jun 2019

Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira

Journal of Educational Supervision

This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. Positioning theory provided helpful insight into the range of experiences and reactions within the interview data. Our findings suggest …

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Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington May 2019

Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington

Journal of Educational Supervision

Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals’ supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames …

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Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig Mar 2019

Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig

Journal of Archaeology and Education

Our 2012 article, “Putting Anthropology Into Schools,” argued that integrating anthropology and archaeology into K-12 schools must involve teacher preparation, state certification requirements, and in-service training. National anthropology and archaeology organizations’ decades-long push for the integration of their disciplines into schools was outlined but assessed as relatively limited compared to successful efforts in psychology, sociology, and economics. Some progress did occur, traced primarily to the National Science Foundation and other funders, alongside committed individuals with well-developed curriculum materials. Our 2019 publication includes the original article followed by an UPDATE outlining developments since 2012. Reports from the National Academies and the …

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Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin Mar 2019

Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin

Journal of Educational Supervision

Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher—an emerging teacher educator hoping to enhance his practice—investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews,focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher …

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University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca Mar 2019

University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca

Journal of Educational Supervision

Despite university supervisors’ critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors’ experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.

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Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee Jan 2019

Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee

Journal of Educational Supervision

Clinical experiences are crucial to the development of prospective teachers (PTs), especially the student teaching practicum. While the dynamics of schools are beginning to change in response to documented inequities for students, particularly students of color, the student teaching practicum remains largely unchanged and unchallenged with regard to addressing racism, oppression and white dominance. In this study, we explore PTs’ experiences and discourse in the context of student teaching in urban schools and the corresponding supervision of student teachers. Specifically, we examine the ways in which whiteness and racism obstruct the development of culturally relevant teachers. The data illuminate key …

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