Author: Alexander Cuenca
Publisher: Springer Science & Business Media
ISBN: 9789462090958
Category: Education
Page: 212
View: 168
The student teaching experience is often considered one of the most influential aspects of teacher preparation. Key in the success of student teaching is the university supervisor. During the student teaching experience, the university supervisor is mainly responsible for helping pre-service teachers relate university coursework with the situated experiences in schools. However, much like the various other spaces and places in teacher education, facilitating teacher learning is an incredibly complex endeavor. This edited volume addresses the complexities of supervising student teachers from three distinct vantage points. First, salient issues regarding the supervision of student teachers such as the preparation of novice supervisors, negotiating power in the student teaching triad, and the low status of clinical teacher education are examined. Second, different pedagogical frameworks for the work of supervision are provided such as care theory, teacher education for democracy, and social justice. Finally, future directions for field-based teacher education are discussed, such as a call to reconsider where supervision takes place, the necessity to develop a pedagogy of supervision, 21st century trends facing clinical teacher education, and the value added by university supervisors to teacher development. Each of these chapters engage the supervision of student teachers through a mix of research, theory, and personal stories from the field. As such, this edited volume is designed for new supervisors, veteran supervisors, and supervision scholars.![a guidebook for the supervision of student teachers]](https://books.google.com/books/content/images/frontcover/HQPZUYC7s9UC)
Author: Rebecca West Burns
Publisher: IAP
ISBN: 9781648027208
Category: Education
Page: 231
View: 994
Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O’Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors “may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field” (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.
Author: Mary Hilda Parrish
Publisher:
ISBN: OCLC:18597462
Category: Counseling in higher education
Page: 194
View: 221
This study was designed to answer 1. What are the practices of secondary supervising teachers in conferring with their Oregon State University student teachers? 2. What are the beliefs of secondary supervising teachers concerning conferences with Oregon State University student teachers? To obtain answers to the questions of this study a questionnaire was planned, validated and mailed to 193 selected secondary supervising teachers of the following subject matter areas: agriculture, business, English, home economics, industrial education, girls' and boys' physical education, science and social science. No identification of individuals or secondary schools or of subject matter areas was made. Analysis of the information obtained was done in three parts; personal and professional background, the practices, and the beliefs of the respondents. A majority of the 68 men and 57 women respondents expressed positive feelings toward their own student teaching. Over 90 percent have continued teaching in the subject matter area of their student teaching. Sixty percent had master's degrees and most had done academic work at Oregon State University. Three-fourths of these supervising teachers had been teaching for five years or more and nearly half had supervised five or more student teachers. Most Oregon State University student teachers were supervised by teachers who were 25-29 and over 45 years of age. Of these 125 supervising teachers, 92 had no formal preparation for supervision of student teachers. Analysis of data relating to the supervising teachers' practices showed that over half held conferences on an informal daily basis, that they had a positive attitude toward student teacher conferences and that observation notes were used to prepare for conferences. The supervising teacher was usually leader in conferences. Fifty-eight percent said the university supervisor was leader when he visited. This group of 125 supervising teachers believed conferences to be of value for supervision of student teachers. Ninety percent gave conferences the characteristics of a teaching-learning experience which is an exchange of ideas. The effectiveness of a short conference was questioned by 60 percent of the respondents and 50 percent were undecided as to whether or not a conference should be scheduled. Over 68 percent of the respondents believed conferences could have many purposes, but 76 percent were undecided or did not believe the purpose should be stated. Respondents believed conferences necessary and important to guiding student teachers with 90 percent responding negatively to the statement a conference is of little importance in guiding a student teacher. More than 71 percent of the respondents believed conference topics could include a broad range of areas related to guidance of the student teacher and pupil behavior. Seventy-eight percent did not believe a conference should be limited to a specific topic. More than 50 percent of the respondents believed conferences offered growth opportunities to all participants. There was little difference in the beliefs of men and women. Men expressed more indecision regarding their beliefs and women were more sure of their beliefs. Amount of teaching experience did not make a great difference in the beliefs of these supervising teachers.