Publication Date

2021

Document Type

Article

Department

Humanities

Disciplines

Curriculum and Instruction | Scholarship of Teaching and Learning | Teacher Education and Professional Development

Publication Title

Journal of Education Supervision

Volume

4

Issue

2

DOI

10.31045/jes.4.2.1

First Page

1

Last Page

22

Abstract

The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.

Keywords

social justice, supervisory practices, elementary education

Comments

This is the Version of Record and is in copyright; DigitalCommons@UMaine © 2021

Share

COinS