Supervising for Social Justice: University Supervisor Practices that Support Pre-Service Teacher Growth

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 1
  In Roundtable Session: Supervision and Social Justice: Supporting Preservice Teachers’ Growth, Agency, and Critical Reflections on Power

Abstract

University supervisors are important in the development of pre-service teachers. As the bridge between university courses and site placements, supervisors are positioned to support pre-service teachers’ development of social justice pedagogies and equitable practices. This study uses a theory of educative mentoring to investigate university supervisors and their pre-service teachers during the 2024-2025 year, seeking to understand how supervisors supported pre-service teachers to notice, develop, and enact equitable instructional practices. Qualitative analysis draws on data from supervisors and pre-service teachers to understand how particular mentoring practices were enacted and how pre-service teachers responded. Findings suggest supervisors supported pre-service teachers to become more equitable educators by asking targeted and reflective questions, acting as co-learners, and making practical tasks of teaching visible.

Author

• Lindsay J. Wexler, North Central College