Location
Room 218
Proposal Track
Research Project
Session Format
Presentation
Session Format
Presentation
Preferred Time
Friday afternoon
Abstract
Promising Practices for Supervisors of Teacher Candidates Enrolled in
Yearlong, Co-taught Clinical Experiences
Abstract
This self-study examined the pedagogical practices of university supervisors who supervised teacher candidates, enrolled in yearlong, co-taught, P-12, clinical experiences. Supervisory practices were situated in a collegial, reflective and developmental model of supervision. The participant sample included 41 teacher candidates, along with 41 of their collaborating teachers and 15 field supervisors who supervised four to six candidates throughout the yearlong experience. Our findings indicate that we, along with our collegial supervisors, used collaborative and non-directive approaches to structure the dialogue with our teacher candidates and the collaborating teachers as well as goal-setting techniques to promote self-directed and self-regulated learning in the candidate. Implications of the study include the following needs for colleges of education: (a) to prepare supervisors specifically to support their candidates in theorizing practice and justifying their instructional decisions with research; (b) to develop a shared language that defines and describes various forms and notions of assessment; and (c) to provide additional support and professional development for supervisors responsible for supervision of candidates in P-12 programs in this new era of national assessment and accountability for the outcomes of their candidates.
Keywords
Supervision, Co-teaching, Pre-service, Clinical Experience
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Strieker, Toni; Hubbard, Daphne; Adams, Megan; and Cone, Neporcha, "Promising Practices for Supervisors of Teacher Candidates Enrolled in Yearlong, Co-taught Clinical Experiences" (2015). Georgia Educational Research Association Conference. 34.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/34
Included in
Promising Practices for Supervisors of Teacher Candidates Enrolled in Yearlong, Co-taught Clinical Experiences
Room 218
Promising Practices for Supervisors of Teacher Candidates Enrolled in
Yearlong, Co-taught Clinical Experiences
Abstract
This self-study examined the pedagogical practices of university supervisors who supervised teacher candidates, enrolled in yearlong, co-taught, P-12, clinical experiences. Supervisory practices were situated in a collegial, reflective and developmental model of supervision. The participant sample included 41 teacher candidates, along with 41 of their collaborating teachers and 15 field supervisors who supervised four to six candidates throughout the yearlong experience. Our findings indicate that we, along with our collegial supervisors, used collaborative and non-directive approaches to structure the dialogue with our teacher candidates and the collaborating teachers as well as goal-setting techniques to promote self-directed and self-regulated learning in the candidate. Implications of the study include the following needs for colleges of education: (a) to prepare supervisors specifically to support their candidates in theorizing practice and justifying their instructional decisions with research; (b) to develop a shared language that defines and describes various forms and notions of assessment; and (c) to provide additional support and professional development for supervisors responsible for supervision of candidates in P-12 programs in this new era of national assessment and accountability for the outcomes of their candidates.
