Abstract
This case examines the complex interactions among university faculty, teacher candidates, and school-based mentor teachers during supervision. In early childhood, among other skills and dispositions, the use of developmentally appropriate practice and an equity focus are important to the overall advancement of teacher candidates’ practice. However, supervisors do not have oversight of the classrooms in which early childhood candidates are placed for field experiences. In some cases, teacher candidates may be expected to conform to or demonstrate practices themselves which are not developmentally appropriate, or which are inequitable. What is the role of the supervising faculty member in these cases, and how can the supervisor navigate the relationship with mentor teacher and host school, while also supporting appropriate and equitable professional growth in the teacher candidate?
Recommended Citation
Baker, S. J., Mowrey, S. C., & Cunningham, D. (2022). Early Childhood Supervision: Tensions in the Advancement of Developmentally Appropriate and Social-Justice Oriented Practice. Journal of Educational Supervision, 5 (2). https://doi.org/10.31045/jes.5.2.3
DOI
10.31045/jes.5.2.3
Included in
Early Childhood Education Commons, Other Educational Administration and Supervision Commons
Rights Statement
