Examining the Field Supervisor Role: Supporting Preservice Teachers in Their Work With Diverse Young Learners

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Role and Development of Supervisors

Abstract

The purpose of this qualitative research was to gain a deeper understanding of how the field supervisor role supports and guides pre-service teachers in their work with diverse young learners. The intent was to create a model that supports the supervisor as key in fostering and strengthening the development of culturally and linguistically responsive teachers. Findings suggest that for the participants to build efficacy in their roles to guide pre-service teachers they needed to (a) tap into their collective experiential knowledge; (b) have space to critically explore assumptions; and (c) sustain a critical professional community of practice. This research has implications for teacher education programs, district-university partnerships, supervisors, and pre-service candidates interested in advocating for equitable opportunities for all students.

Author

• Leanne M. Evans, University of Wisconsin - Milwaukee