Toward a Renewal of Supervisory Practice in Teacher Education: A Co/Autoethnographic Self-Study

• In Event: 54.078 - Using Self-Study to Navigate School/University Partnerships

Abstract

As the field of teacher education addresses calls to transform teacher preparation, attention abounds as to how teachers are prepared and supported in clinical experiences. Schools and colleges of education have historically devalued supervision within clinical experiences and teacher preparation. This low regard for the clinical component of learning to teach is particularly evident in larger teacher preparation programs, but increased clinical experiences and school-university collaboration require new and much needed attention to quality pre-service teacher (PST) supervision. In this co/autoethnographic self-study, the three authors interrogate the tensions of practice and legitimacy that surround PST supervision within institutions and the profession of teacher education at large, and how such collective interrogation improves practices and understandings related to PST supervision.

Authors

• Brandon M. Butler, Old Dominion University

• Rebecca West Burns, University of South Florida

• Craig J. Willey, Indiana University - Indianapolis