Transformational Supervision Pedagogy: Using Instructional Coaching to Impact Preservice Teacher Development

• In Event: Transformative Practices and Frameworks in Preservice and In-Service Supervision

Abstract

Based on a larger examination of intern supervision, this qualitative study utilized interviews, artifacts, and reflections to examine the perceptions of university supervisors when implementing a model of instructional coaching as a method of supervision pedagogy. Results indicate that this supervision pedagogy provided an avenue for supervisor and intern reflection that was not provided by a traditional supervision model, that instructional coaching should be closely connected to university coursework, and coaching offers a greater impact when it is continuous and sustainable. Additionally, findings present the barriers supervisors experienced in using this form of supervision pedagogy, and suggest implications for future program changes that work toward strong professional development for pre-service teachers.

Authors

• Mary Kathleen Rodgers, University of Florida

• Vicki A. Vescio, University of Florida

• Jamey Burns, University of Florida

• Lauren Janel Gibbs, University of Florida