"How to Push Without Getting Pushed Out": Balancing the Complexity in Teacher Candidate Supervision

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Reconceptualizing Supervision and Instructional Leadership in Complex Contexts (Table 17)

Abstract

This paper asks how a novice supervisor balances the historical, sociocultural and political context of a newly cultivated student teaching partnership site with curricular and instructional support. Through an activity theoretical lens, the author applies Burns et al.’s (2020) Framework of the Nature and Scope of Teacher Candidate Supervision to empirical data between a novice supervisor and a teacher candidate. Analysis of this case suggests that the supervisor’s pedagogical practice is captured in the Framework her practices that develop teacher candidates’ advocacy and understanding of the larger historical, sociocultural, and political dimensions of the clinical context were not. The manuscript concludes with implications for further lines of inquiry in teacher candidate supervision that account for dimensions of the clinical context.

Authors

• Megan E. Lynch, University of North Florida
  Presenting Author

• May H. Lee, Pennsylvania State University
  Presenting Author