Toward a Renewal of Supervisory Scholarship and Practice in Teacher Education: A Collaborative Self-Study
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| Title: | Toward a Renewal of Supervisory Scholarship and Practice in Teacher Education: A Collaborative Self-Study |
|---|---|
| Language: | English |
| Authors: | Brandon M. Butler, Rebecca West Burns, Craig Willey |
| Source: | Journal of Educational Supervision. 2023 6(3):47-68. |
| Availability: | 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/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education, Student Teacher Supervisors, Teacher Education Programs, Supervisory Training, Supervisor Qualifications, Supervisor Supervisee Relationship, Scholarship, Management Development, Clinical Supervision (of Teachers) |
| Abstract: | University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to interrogate the tensions of practice and legitimacy surrounding supervision in teacher education. Together, we acknowledged the complexity of supervision, challenged dominant narratives of supervision institutionally and professionally, and constructed new spaces of supervisory practice and learning. Learning from our experiences, teacher educators can better understand how to prepare and support future supervision scholars and practitioners. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1411033 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1411033 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1411033 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Toward a Renewal of Supervisory Scholarship and Practice in Teacher Education: A Collaborative Self-Study – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brandon+M%2E+Butler%22">Brandon M. Butler</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+West+Burns%22">Rebecca West Burns</searchLink><br /><searchLink fieldCode="AR" term="%22Craig+Willey%22">Craig Willey</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Supervision%22"><i>Journal of Educational Supervision</i></searchLink>. 2023 6(3):47-68. – Name: Avail Label: Availability Group: Avail Data: 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 23 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Supervisors%22">Student Teacher Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisory+Training%22">Supervisory Training</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisor+Qualifications%22">Supervisor Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisor+Supervisee+Relationship%22">Supervisor Supervisee Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Management+Development%22">Management Development</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Supervision+%28of+Teachers%29%22">Clinical Supervision (of Teachers)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to interrogate the tensions of practice and legitimacy surrounding supervision in teacher education. Together, we acknowledged the complexity of supervision, challenged dominant narratives of supervision institutionally and professionally, and constructed new spaces of supervisory practice and learning. Learning from our experiences, teacher educators can better understand how to prepare and support future supervision scholars and practitioners. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1411033 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1411033 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 47 Subjects: – SubjectFull: Teacher Education Type: general – SubjectFull: Student Teacher Supervisors Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Supervisory Training Type: general – SubjectFull: Supervisor Qualifications Type: general – SubjectFull: Supervisor Supervisee Relationship Type: general – SubjectFull: Scholarship Type: general – SubjectFull: Management Development Type: general – SubjectFull: Clinical Supervision (of Teachers) Type: general Titles: – TitleFull: Toward a Renewal of Supervisory Scholarship and Practice in Teacher Education: A Collaborative Self-Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brandon M. Butler – PersonEntity: Name: NameFull: Rebecca West Burns – PersonEntity: Name: NameFull: Craig Willey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Numbering: – Type: volume Value: 6 – Type: issue Value: 3 Titles: – TitleFull: Journal of Educational Supervision Type: main |
| ResultId | 1 |
