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Full-Text Articles in Education
Teacher Candidate Supervision For Social Justice: Orientations, Practices, And Challenges, Andrew E. Hood
Teacher Candidate Supervision For Social Justice: Orientations, Practices, And Challenges, Andrew E. Hood
Journal of Educational Supervision
The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that …
Supervision To Deepen Teacher Candidates’ Understanding Of Social Justice: The Role Of Responsive Mediation In Professional Development Schools, Megan E. Lynch
Supervision To Deepen Teacher Candidates’ Understanding Of Social Justice: The Role Of Responsive Mediation In Professional Development Schools, Megan E. Lynch
Journal of Educational Supervision
Those responsible for supervising teacher candidates have an obligation to promote socially just pedagogies. In this paper, I investigate my own supervisory practice as a novice supervisor in my mediation of a teacher candidate’s understanding of social justice. I rely on a sociocultural theoretical perspective (Vygotsky, 1978) and the psychological tool of responsive mediation (Johnson & Golombek, 2016) for my supervisory practice and an anti-capitalist interpretation of socially just teaching (Apple, 2004; Ayers, 2010; Bowles & Gintis, 2011). Through a microgenetic analysis (Wertsch, 1985) of a post-observation transcript, I empirically document the developmental opportunities that take place over a span …
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.