Search results for: Danielowich Robert M.

This study explored how supervisors can develop greater stances of inquiry toward their practices as they experimented with video of their student teachers and shared their experiences with peers. The findings revealed how these experiences not only enhanced their existing personal approaches toward supervision, but also challenged their roles as observers and prompted them to build messages about teaching dispositions directly from video. The supervisors’ willingness to share and listen to others’ experiences with video was critical to their growth. Supervisors across grade levels, subject areas, and field sites either recognized or began to recognize how creating and using video could help them share at least a bit more of the learning space with their student teachers.