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Full-Text Articles in Education
Early Childhood Supervision: Tensions In The Advancement Of Developmentally Appropriate And Social-Justice Oriented Practice, Sarah Jean Baker, Sascha C. Mowrey, Denise Cunningham
Early Childhood Supervision: Tensions In The Advancement Of Developmentally Appropriate And Social-Justice Oriented Practice, Sarah Jean Baker, Sascha C. Mowrey, Denise Cunningham
Journal of Educational Supervision
This case examines the complex interactions among university faculty, teacher candidates, and school-based mentor teachers during supervision. In early childhood, among other skills and dispositions, the use of developmentally appropriate practice and an equity focus are important to the overall advancement of teacher candidates’ practice. However, supervisors do not have oversight of the classrooms in which early childhood candidates are placed for field experiences. In some cases, teacher candidates may be expected to conform to or demonstrate practices themselves which are not developmentally appropriate, or which are inequitable. What is the role of the supervising faculty member in these cases, …
Tensions In The Student Teaching Triad: A Case Of Competing Views Of Responsive Instruction For Latinx Students, Juan M. Gerardo, Evthokia S. Saclarides
Tensions In The Student Teaching Triad: A Case Of Competing Views Of Responsive Instruction For Latinx Students, Juan M. Gerardo, Evthokia S. Saclarides
Journal of Educational Supervision
This case provides opportunities for students to think more deeply about tensions that arise in the pre-service teacher (PST)-mentor teacher-supervisor triad when there are competing views about responsive instruction for Latinx students. Furthermore, this case illustrates how shared social identities among triad members do not necessarily mean there is a shared stance of how to work with Latinx students that aligns with research-based recommendations. The accompanying teaching notes, discussion questions, and classroom activities expose students to relevant literature, introduce them to the concept of courageous conversations, and enable them to role play.
The Complexities And Discourse Of Supervision For Equity And Justice In Teaching And Teacher Education, Stefanie D. Livers, A. Minor Baker, Patricia Guerra, Melanie Acosta
The Complexities And Discourse Of Supervision For Equity And Justice In Teaching And Teacher Education, Stefanie D. Livers, A. Minor Baker, Patricia Guerra, Melanie Acosta
Journal of Educational Supervision
Supervision is essential to the preparation, support, and retention of teachers and other educational professionals. There are many models and responsibilities of supervisors at all levels. We discuss responsibilities of supervision during teacher preparation, within school contexts, and equity and freedom minded supervision. Additionally, we introduce this special issue. The special issue explores both the complexity and discourse found within situations and contexts pertaining to equity and social justice. Exploring cases of supervision allows for reflection, discussion, and problem solving. Each of these cases call for support and preparation for supervisors as they work within contexts and situations where equitable …
A Question-Based Framework For Co-Constructing Supervision In Clinically Based Teacher Preparation, Logan Rutten
A Question-Based Framework For Co-Constructing Supervision In Clinically Based Teacher Preparation, Logan Rutten
Journal of Educational Supervision
The field of teacher education has embraced robust models of clinically based teacher preparation. In part because these models rely upon school-university partnerships for which shared missions are an essential component, they also demand increasingly complex, co-constructed conceptions of supervision to support teacher candidates’ learning during clinical practice. However, even as the need for supervision has grown, good supervision is seldom clearly defined. Many supervisors begin supervising largely underprepared for the complexity of their work in clinical settings. In response to these challenges, this paper proposes a framework for co-constructing supervision consisting of four key components—conceptions, models, tasks, and techniques—that …