Abstract
This configurative systematic review delves into the literature on teacher candidate supervision specifically addressing opportunity gaps within P–12 schooling processes, structures, systems, and practices. Eleven out of 75 articles from the Journal of Educational Supervision spanning from 2018–2023 centered on issues related to opportunity gaps and teacher candidate supervision. The review highlights these gaps often stem from dispositions and attitudes found within members of the supervision triad and influenced by implicit cultural biases that can hinder the learning experiences of marginalized students and impact teacher candidate development. How teacher candidates are prepared and encouraged to navigate systemic and curricular issues by mentors and supervisors is vitally important. The authors advocate for further research into how the perspectives of supervisors, supervisees, and mentors mitigate opportunity gaps. Additional research is necessary to provide practical strategies for teacher candidate supervision to narrow opportunity gaps.
Recommended Citation
Diacopoulos, M. M., Shattuck, T. M., & Lynch, M. E. (2024). Minding the Opportunity Gaps in Clinical Practice: A Configurative Systematic Review of the Journal of Education Supervision. Journal of Educational Supervision, 7 (3). https://doi.org/10.31045/jes.7.3.1
DOI
10.31045/jes.7.3.1
Included in
Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons, Social Justice Commons
Rights Statement
