Self-Study of the Pedagogy of Practicum Supervision: Patterns, Tensions, and Assumptions

• In Event: 28.082 - Self-Study and the Development of Pedagogical Practice

Abstract

Four probing questions drive this self-study of a practicum supervisor’s pedagogical moves. Eighteen teacher candidates in six elementary schools were observed during a six-week practicum placement. The researcher and critical friend met at the end of each week to document moments of surprise, tension, and uncertainty. Ambitious and problematic aspects of supervisory pedagogy—reciprocity, complexity, and vulnerability—are explored using familiar self-study methodology. Field notes, transcriptions of weekly dialogues, and journal notes are analyzed for emerging themes and then triangulated across the three data sources to corroborate responses to the questions driving the self-study. Outcomes are documented with a focus on patterns, tensions, uncertainties, and exploration of assumptions as identified in the data.

Authors

• Andrea K. Martin, Queen's University

• Tom Russell, Queen's University