Conceptualizing Novice Supervision in a Professional Development School

• In Event: 46.080 - Supervision in Preservice Teacher Education: Supporting Teacher Professional Learning and Development

Abstract

Debate has often been heated as to whether the supervision of inservice and preservice teachers draws on the same core values, knowledge, routines, and assumptions. This divide has historically caused a separation between those in the field of supervision whose scholarship investigates the learning of inservice teachers typically led by school leaders and those who work primarily to support preservice teachers’ learning within teacher preparation programs. Using qualitative methodology, this yearlong case study examined the supervisory practices of a school-based hybrid educator in a Professional Development School (PDS) context. The findings produced a beginning conceptual model for understanding supervision in a PDS context.

Authors

• Rebecca West Burns, University of South Florida

• Bernard J. Badiali, The Pennsylvania State University