Behind Closed Doors: Student Teaching, Supervision, and Curricular Goals

Session Submission Type: Symposium

Abstract

Mandates for teacher preparation programs require explicit evaluation of efficacy of individual elements in teacher formation. Little if any previous work has assessed the in-situ reality of identification, articulation, and implementation of supervisory practice; there is little agreement about what constitutes the curriculum and appropriate assessments of student teaching experiences. We address how supervisors and supervisor-trainers across five different contexts articulate their role, focusing on curricular aspects of practice. The gap between program and supervisors, both within each teacher preparation context and the five contexts suggests incoherency that may impede assessment of efficacy. While standardization of student teaching is not advised, teacher preparation programs need to explicitly address curricular goals while assuring appropriate oversight of the supervisory process.

Sub Unit

• Division K - Teaching and Teacher Education / Section 6: Field Experiences: Student Teaching, Early Field Experiences, Community-based Field Experiences, and Innovative Approaches through Inquiry, Observation, and Practice

Chair

• Barbara Garii, SUNY - College at Oswego

Papers

• Student Teaching and Supervisors: Goals and Questions - Barbara Garii, SUNY - College at Oswego; Julie Schofield, SUNY - College at Oswego

• Student Teacher Field Supervisors Articulate Their Roles - Jan Byers-Kirsch, Central Washington University; Naomi Jeffery N.J.P. Petersen, Central Washington University

• Roles, Goals, and Practices of University Supervisors - Judi H. Wilson, Augusta State University

• Who Matters: New Program, Old Supervisors - Jeff Edmundson, University of Oregon

• Supervision, Student Teaching, and the Virtual Classroom - Kathryn M. Kennedy, iNACOL; Leanna Matchett Archambault, Arizona State University