Abstract
In an effort to integrate university coursework with field-site experiences and bolster pre-service teacher learning, national teacher education organizations have charged teacher education programs with embedding teacher preparation within clinically-rich experiences. These reforms have resulted in expanded and increasingly complex conceptions of pre-service teacher supervision and the university supervisor, which have affected not only traditional supervisors but all university-based teacher educators. This paper presents a framework that maps the shifting roles of four university-based teacher educators: program administrators, research faculty, teaching faculty, and adjunct faculty due to changing notions of clinically-rich pre-service teacher supervision. This framework demonstrates how faculty roles have become more inclusive of supervisory tasks, more integrated with school-site learning, and faculty are in closer communication with each other regarding pre-service teacher growth. Supporting new faculty roles within clinically-rich supervision requires adequate training for all faculty, appropriate institutional recognition for supervision, and rethinking departmental organization and culture.
Recommended Citation
Capello, S. (2020). Reexamining Faculty Roles in the Supervision of Pre-Service Teachers: Responding to the Call for Clinically-Rich Teacher Education. Journal of Educational Supervision, 3 (3). https://doi.org/10.31045/jes.3.3.3
DOI
10.31045/jes.3.3.3