Critical Reflection, Dialogue, and Supervision: Culturally Relevant Teaching and Adult Learners in a Transition to Teaching Program

Autor/inn/en	Shaver, Erik; Elfreich, Alycia
Titel	Critical Reflection, Dialogue, and Supervision: Culturally Relevant Teaching and Adult Learners in a Transition to Teaching Program
Quelle	In: Journal of Educational Supervision, 4 (2021) 2, S.23-44, Artikel 2 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Critical Thinking; Reflection; Culturally Relevant Education; Critical Theory; Race; Whites; Schools of Education; Adult Students; Adult Learning; Alternative Teacher Certification; Racial Bias; Supervision; Social Justice; Praxis; Urban Areas; Elementary Education; Urban Education + Suchen Sie Ihr Suchwort? Kritisches Denken; Kritische Theorie; Rasse; Abstammung; White; Weißer; Erziehungswissenschaftliche Fakultät; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Urban area; Stadtregion; Elementarunterricht; Stadtteilbezogenes Lernen
Abstract	This project examines the supervisory roles and clinical experiences in a School of Education program that offers multiple pathways to licensure, including the Transition to Teaching (T2T) alternative route to certification program. Through our reflective supervisory and instructional experiences within this program, we explore the unique challenges in supervising non-traditional adult learners entering into teaching after experience in various professional disciplines. We use a Critical Whiteness Studies lens to create a composite narrative of these experiences as an approach to: (1) better understand adult learner dispositions; (2) contribute to research pertaining to the field of educational supervision and clinical experiences in an the under-researched area of alternative certification programs; and (3) provide field-based social justice-oriented practices grounded in critical reflection, discussion, and praxis for supervisors who work with adult learners in urban elementary contexts. (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01