Supervising Preservice Teachers in the Third Space: Pivoting From Habitual Supervisory Practices to Educative Mentoring

• In Event: 28.089 - MTCC Roundtable Session 10
  In Roundtable Session: 28.089-2 - Focusing on the Supervisor and Mentor in Field Experiences for Preservice Teachers

Abstract

Preservice teacher supervision, situated between university and school contexts, is complex and challenging. Although supervision is often conflated with evaluation, a primary goal of supervision should be educative to support novice teacher learning. The practices of 8 university supervisors were examined as they participated in professional development focused on the educative function of supervision. Data analysis underscores the importance of viewing supervision as a unique teacher educational context that necessitates on-going professional development. Analysis reveals the following patterns: Supervisors shift from leveraging their own experience to leveraging the preservice teachers experience and over time supervisors take on a learner’s stance as they reflect on their supervisory practice. Finally, participants attribute the intentionally designed protocol as the wedge supporting these shifts.

Authors

• Amy B. Palmeri, Vanderbilt University

• Jeanne A. Peter, Vanderbilt University