Nested Systems: A Cultural-Historical Activity Theory Analysis of Special Education University Supervisory Praxis

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 4
  In Roundtable Session: Systems and Stories: Cultural-Historical Perspectives on Development and Equity

Abstract

The authors addressed Burns et al.'s (2020) call to understand cultural, historical, and political dimensions shaping university supervision using Cultural-Historical Activity Theory (Engeström, 1987). Mixed-method data included policies, reports, field experience guides, a survey, and interviews from 14 special education supervisors at a Midwestern university. The developed theory revealed university supervisory praxis as constrained agentic boundary crossing within nested systems, where supervisors demonstrated individual agency through cultural legacies and professional identity, yet systemic structures restricted collective transformation necessary for equitable teacher preparation. The theory positions supervision as cultural-historical mediation essential for teacher development, reconceptualizing supervisors beyond evaluators, and calls for reimagining professional development. Supporting supervisors preparing the next generation necessitates recognizing the complex mediation shaped by local contexts.

Authors

• Shweta Chandrashekhar, University of Wisconsin - Madison

• Thomas Owenby, University of Wisconsin - Madison