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Full-Text Articles in Education
Critical Reflection, Dialogue, And Supervision: Culturally Relevant Teaching And Adult Learners In A Transition To Teaching Program, Erik Shaver, Alycia Elfreich
Critical Reflection, Dialogue, And Supervision: Culturally Relevant Teaching And Adult Learners In A Transition To Teaching Program, Erik Shaver, Alycia Elfreich
Journal of Educational Supervision
This project examines the supervisory roles and clinical experiences in a School of Education program that offers multiple pathways to licensure, including the Transition to Teaching (T2T) alternative route to certification program. Through our reflective supervisory and instructional experiences within this program, we explore the unique challenges in supervising non-traditional adult learners entering into teaching after experience in various professional disciplines. We use a Critical Whiteness Studies lens to create a composite narrative of these experiences as an approach to 1) better understand adult learner dispositions; 2) contribute to research pertaining to the field of educational supervision and clinical experiences …
Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares
Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares
Journal of Educational Supervision
The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.
Supporting Emergent Bilingual Professional Development Through Supervisor Feedback, Megan Guise, Sarah Hegg, Briana Ronan, Tanya Flushman, Billie-Jo Grant
Supporting Emergent Bilingual Professional Development Through Supervisor Feedback, Megan Guise, Sarah Hegg, Briana Ronan, Tanya Flushman, Billie-Jo Grant
Journal of Educational Supervision
This study examines the effects of professional development on the content and frequency of university supervisor (n=6) written feedback related to supporting emergent bilinguals in order to improve the quality of observational evaluations provided to elementary and secondary pre-service teachers. Findings reveal supervisors’ post-intervention feedback more frequently addressed the needs of language learners and provided a greater breadth of issues related to emergent bilinguals. Interview data reveal key factors explain how the professional development addressed gaps in knowledge and affected confidence levels of university supervisors. Implications highlight the importance of supporting supervisors with targeted professional development opportunities around supporting emergent …