Reconceptualizing Collaborative Practices in the Supervision of Teacher Candidates

• In Event: Advancing the Study of Student Teaching: New Literature Reviews, Coteaching Methodology, and Science Education

Abstract

Features for improving teacher quality in teacher education programs are not isolated experiences but should involve a planned integration of experiences that will permit a seamless educational opportunity for teacher candidates. This ongoing ethnographic study examines interactions between the supervision component of a graduate prek-3rd grade teacher education program and two teacher candidates placed in a field-based 3rd grade classroom with one mentor teacher. Concepts of Agar’s languaculture are used to illustrate the roles and relationships between the supervisor and the teaching team (the two teacher candidates and mentor teacher). Findings demonstrate a collaborative experience among the teaching team whereas the interactions between the supervisor and the teaching team are more administrative.

Author

• Laurie Joy Katz, The Ohio State University