"I Wanted to Give Back to the Profession:" Preservice Teacher Supervision as Service Work

Autor/in	Capello, Sarah
Titel	"I Wanted to Give Back to the Profession:" Preservice Teacher Supervision as Service Work
Quelle	In: Action in Teacher Education, 44 (2022) 1, S.4-20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Capello, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2021.1935362
Schlagwörter	Preservice Teacher Education; Student Teachers; Supervision; Student Teacher Supervisors; Neoliberalism; Teacher Educators; Role; Professional Development; Professionalism + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Neo-liberalism; Neoliberalismus; Teacher education; Education; Lehrerbildung; Rollen; Professionalität
Abstract	For decades, university supervisors of preservice teachers (PSTs) have been undervalued and ignored. Following neoliberal reforms, post-secondary institutions have outsourced PST supervision to contingent faculty, failed to provide professional development for supervisors, offered poor employment conditions, and overlooked PST supervision in tenure and promotion decisions. These actions, combined with the service orientation of teacher education, have framed PST supervision as service work. This case study sought to understand how supervisors and administrators in one teacher education department positioned supervisors' work as service and the influence of the institution and department on that positioning. Using a survey, interviews, and document analysis, this study found that supervisors positioned their work as professional, financial, and emotional service. In turn, the institution and teacher education department positioned supervisors' work as service by providing minimal compensation and no institutional rewards and expecting supervisors to enact roles that were not officially required of them. The study's implications are that teacher educators and higher education administrators should strive to recruit and retain a professional corps of supervisors, provide ongoing professional development to supervisors to assist in the professionalization of the role, and resist notions of supervision as service. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01