Noticing "That Teacher Pull": Collaborative Self-Study and Identity Development in Novice University Supervisors

• In Event: Self-Study as Means of Providing Consequential Mentoring and Supervision Support

Abstract

Novice teacher educators often engage in university supervision without formal training and therefore, predominantly rely on their past professional experience. This study explores how a collaborative self-study group of three novice university supervisors worked to develop their teacher educator identities and pedagogies with the support of a critical friend. We found that a collaborative self-study group can serve as layered professional development for novice teacher educators, where both the teacher educators and novice teachers benefit from the self-study work. We combine collaborative self-study with interaction analysis by engaging in video analysis of recorded self-study conversations. We end with the significance of collaborative self-study work for novice teacher educators, who are often isolated in their transition from teacher to teacher educator.

Authors

• Jessica B Crawford, University of Maryland
  Presenting Author

• Elizabeth Reynolds, University of Maryland
  Presenting Author

• Veronica Carlan, University of Maryland
  Presenting Author

• Astrid Mariel Sierra Mejia, University of Maryland
  Presenting Author