Exploring the Impact of Field-Based, Supervisory Practices in Teaching for Social Justice

Publication Date


Document Type


Publication Title

American Educational Research Association Annual Meeting

Conference Location

New York, NY


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: the traditional formal observation, Lesson Study, video observations, guided observations, and participation in an Intellectual Learning Communities (ILCs). Through a case study of five preservice student teachers (PSTs), this study highlights how these supervisory practices helped support PSTs’ developing notions of reflective practice and curriculum inquiry, but did not deepen the participants’ notions of social justice and inclusivity. This research contributes to the literature on preservice student teaching, supervision, social justice pedagogy.