A Field Supervisor's Blueprint for Optimal Distance Supervision Experiences
Saved in:
| Title: | A Field Supervisor's Blueprint for Optimal Distance Supervision Experiences |
|---|---|
| Language: | English |
| Authors: | Shawna P. Ortogero, Natalie K. Haggerty |
| Source: | Journal of Special Education Preparation. 2025 5(3):78-89. |
| Availability: | Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; e-mail: odslibs@bsu.edu; Web site: bsu.edu/library |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Special Education, Special Education Teachers, Teacher Education Programs, Field Experience Programs, Supervision, Video Technology, Feedback (Response), Reflective Teaching, Preservice Teachers, Blended Learning, Practicums |
| ISSN: | 2768-1432 |
| Abstract: | High-quality field experiences are one of the most critical components of effective special education teacher preparation, with research showing they directly impact teacher effectiveness and student outcomes (Bussey & Lay, 2023; Dunst et al., 2019). As teacher preparation programs evolve to meet changing demands, new models of field supervision are emerging, offering promising benefits while introducing new challenges. This article examines how thoughtfully structured field supervision, supported by technology and collaboration, can enhance the quality of feedback, promote reflective practice, and improve outcomes for special education teacher candidates. A practical framework is presented to help university field supervisors guide special education teacher candidates through a successful, well-supported hybrid field experience. These insights aim to inform programs serving candidates in rural or remote areas who seek to elevate the impact of their field supervision practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492504 |
| Database: | ERIC |
| Abstract: | High-quality field experiences are one of the most critical components of effective special education teacher preparation, with research showing they directly impact teacher effectiveness and student outcomes (Bussey & Lay, 2023; Dunst et al., 2019). As teacher preparation programs evolve to meet changing demands, new models of field supervision are emerging, offering promising benefits while introducing new challenges. This article examines how thoughtfully structured field supervision, supported by technology and collaboration, can enhance the quality of feedback, promote reflective practice, and improve outcomes for special education teacher candidates. A practical framework is presented to help university field supervisors guide special education teacher candidates through a successful, well-supported hybrid field experience. These insights aim to inform programs serving candidates in rural or remote areas who seek to elevate the impact of their field supervision practices. |
|---|---|
| ISSN: | 2768-1432 |
