A Question-Based Framework for Co-Constructing Supervision in Clinically Based Teacher Preparation

Autor/in	Rutten, Logan
Titel	A Question-Based Framework for Co-Constructing Supervision in Clinically Based Teacher Preparation
Quelle	In: Journal of Educational Supervision, 5 (2022) 1, S.68-87, Artikel 3 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Supervision; Supervisory Methods; Student Teacher Supervisors; College School Cooperation; Partnerships in Education; Meetings + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Meeting; Tagung
Abstract	The field of teacher education has embraced robust models of clinically based teacher preparation. In part because these models rely upon school-university partnerships for which shared missions are an essential component, they also demand increasingly complex, co-constructed conceptions of supervision to support teacher candidates' learning during clinical practice. However, even as the need for supervision has grown, good supervision is seldom clearly defined. Many supervisors begin supervising largely underprepared for the complexity of their work in clinical settings. In response to these challenges, this paper proposes a framework for co-constructing supervision consisting of four key components--conceptions, models, tasks, and techniques--that could simultaneously inform supervision scholarship and offer a practical tool for building shared understandings of supervision in clinically based teacher preparation 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