Abstract
University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to interrogate the tensions of practice and legitimacy surrounding supervision in teacher education. Together, we acknowledged the complexity of supervision, challenged dominant narratives of supervision institutionally and professionally, and constructed new spaces of supervisory practice and learning. Learning from our experiences, teacher educators can better understand how to prepare and support future supervision scholars and practitioners.
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Recommended Citation
Butler, B. M., Burns, R. W., & Willey, C. (2023). Toward a Renewal of Supervisory Scholarship and Practice in Teacher Education: A Collaborative Self-Study. Journal of Educational Supervision, 6 (3). https://doi.org/10.31045/jes.6.3.3
DOI
10.31045/jes.6.3.3
Included in
Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons
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