Search results for: Supervision
Page 1/3 26 items
The purpose of the study was to investigate school-based teacher educators’ teaching and supervising goals and to identify how teachers in the role of supervisors perceived university expectations. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and supervisors. Their teaching goals proceeded from curricula and focused on their pupils’ cognitive development, whilst their perceptions about supporting pupils’ social development were vague. Teachers were unaware of what exactly universities expected of them as supervisors, and believed that providing teaching models for student teachers as a main supervisory goal. It is necessary to offer options to encourage cooperation between teachers and universities and maintain supervisors’ professional development.
Updated: Aug. 09, 2020
Looking to our Past to Re-Envision our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts
This self-study tells the story of two international teacher education doctoral students and one faculty member as they embarked upon a co/autoethnography as a way to collectively explore experiences with and conceptualization of teacher candidate supervision across international contexts. Data collection included written autobiographical narratives, audio-recordings of reflective conversations, and various artifacts. By sharing their narratives and engaging in reflective conversations about these experiences, they gained insight into their histories in relation to the term supervision. Understanding each other’s pasts and contexts helped them gain a window into how their experiences influenced their beliefs about supervision. Specifically, they saw connections in relation to what influenced them to become teachers, relationships and the context for supervision, and the function of supervision. Their past narratives became a lens to study how they currently view supervision. This realization pushed them to develop a new vision of supervision informed by both their past experiences and their current knowledge and experiences. This study has implications for both teacher educator-doctoral student preparation and teacher educator professional development.
Updated: Aug. 05, 2020
This study aimed to investigate teacher educators’ in-action mental model (IAMM) regarding student teachers’ minds and learning. The authors investigated the same teacher educators in two teaching contexts: (1) teaching an academic course about pedagogy in college; and (2) in the post-lesson feedback sessions that took place while they were supervising student teachers in elementary schools. The authors found that when the teacher educators taught an academic course, they had the same IAMM of the mind and learning as teachers who teach children in elementary and high school. The authors argue that this finding indicates the generality of the IAMM. The authors also found that the general IAMM has limitations. The findings in this study point to the contextual nature of IAMM.
Updated: May. 17, 2018
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017
Exploring Early Childhood Teachers’ Beliefs and Practices About Preschool Outdoor Play: A Qualitative Study
This case study examined how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers’ perceptions about outdoor play included the theme of outdoor play opportunities afforded children on the playground. Additional teachers’ perceptions included barriers to outdoor play and teacher preparation and planning for the outdoor environment.The early childhood teachers at the center believed that supervision is paramount during children’s outdoor play. The teachers viewed their primary responsibility outdoors as keeping the children safe and providing guidance, yet allowing children to play without teacher intrusion. Furthermore, teachers perceived that outdoor play opportunities were limited due to the physical space and the fixed equipment outdoors.
Updated: Aug. 22, 2016
This paper aims to briefly describe an apprenticeship model of clinical supervision. This model may be well suited to preparing Speech–language pathologists (SLPs) to significantly contribute to school teams serving children with autism spectrum disorder (ASD). The article presents a case illustration of the use of this model within university graduate program. It briefly discusses implications for pre- and post-professional education and development.
Updated: Nov. 02, 2015
This article explores one workshop, ‘Research Communication in the Multicultural Academy’ (RCMA), as a case study demonstrating how collaborative critique can be implemented. 'Collaborative critique’ is an approach designed to be collaborative in that participants work together to create meaning through discussion and debate stimulated by narrative, case studies and role plays. The authors frame the discussion with four categories: context, construction, collaboration and conversation. The authors acknowledge that collaborative critique can leave some programme participants with a certain amount of confusion. They conclude that confusion, complexity, critique and corroboration, while unsettling and challenging, can be harnessed to work in conjunction with the context, construction, collaboration and conversation that are central to academic development programmes.
Updated: Nov. 02, 2015
In this article, the authors draw on two purposefully selected case studies of student teachers to explore the implications of this alternative understanding of the nature and consequences of resistance. This cross-case analysis focuses on the causes and manifestations of friction over time. The findings indicate that resistance itself, and its causes, should be understood as interactive in multiple ways. The two participants identified different causes for the friction they experienced at different moments in time. Moreover, almost each time they identified a certain cause, they added that it might work differently for other students or that they could also see how it would work, but just not under the given circumstances.
Updated: Sep. 08, 2015
From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program
This study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision.
Updated: Aug. 03, 2015
Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Updated: Jan. 18, 2015