An Exploration of Four Teacher Candidate Supervisors’ Initial Inquiry Development in a (Professional Development School) Inquiry Community

• In Event: School-University Partnerships Supporting Teachers, Preservice Teachers and Students

Abstract

Professional development schools (PDS) have a legacy of viewing education as a moral endeavor that ensures the simultaneous renewal of schools and institutions of higher education. One way this occurs in through the professional learning for all participants, collaboration, and inquiry, three pillars of a PDS. This study examines the professional learning of four teacher candidate supervisors engaged in an practitioner inquiry community that began in early Summer 2023. Initial cursory findings reveal that in the inquiry community, supervisors’ inquiries centered around the development of their clinical pedagogy and supervisory skills, particularly, their abilities to engage their teacher candidates in reflective practice. While the supervisors had intentions for teacher candidate learning and P-12 student improvement, it was only briefly discussed.

Authors

• Megan E. Lynch, Boise State University

• Rachelle Curcio, University of North Florida

• Rebecca West Burns, Kutztown University of Pennsylvania