Beyond Commitments: Locating Justice in Field Supervision

• In Event: Promoting Agency and Equitable Teaching

Abstract

This study seeks to consider the way the dynamics of accountability, equity, and pedagogy are at play in the relationships and discussions between teacher candidates and their supervisors at a large university located in the southeastern United States. This particular teacher education program makes clear that it values a social justice orientation, and this orientation is acknowledged in the coursework which teacher candidates complete. However, analysis of interviews, documents, and post-observation conferences demonstrate that those commitments may not remain prominent during field experiences.

Author

• Rachel Ranschaert, University of North Texas