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Supervising Student Teachers
Issues, Perspectives and Future Directions
Volume Editor:
The student teaching experience is often considered by teachers as one of the most influential aspects of teacher preparation. Key in the success of student teaching is the university supervisor.
During the student teaching experience, the university supervisor is mainly responsible for helping pre-service teachers not relate university coursework with the situated experiences in schools. However, much like the various other spaces and places in teacher education, facilitating teacher learning is an incredibly complex endeavor.
This edited volume addresses the complexities of supervising student teachers from three distinct vantage points.
First, salient issues regarding the supervision of student teachers such as the preparation of novice supervisors, negotiating power in the student teaching triad, and the low status of clinical teacher education are examined.
Second, different pedagogical frameworks for the work of supervision are provided such as care theory, teacher education for democracy, and social justice.
Finally, future directions for field-based teacher education such as rethinking the spaces of supervision, developing the pedagogy of supervision, and new models for clinical education are discussed.
Each of the chapters in this edited volume addresses the supervision of student teachers through a mix of research, theory, and personal stories from the field. As such, this edited volume is designed for new supervisors, veteran supervisors, and supervision scholars.
During the student teaching experience, the university supervisor is mainly responsible for helping pre-service teachers not relate university coursework with the situated experiences in schools. However, much like the various other spaces and places in teacher education, facilitating teacher learning is an incredibly complex endeavor.
This edited volume addresses the complexities of supervising student teachers from three distinct vantage points.
First, salient issues regarding the supervision of student teachers such as the preparation of novice supervisors, negotiating power in the student teaching triad, and the low status of clinical teacher education are examined.
Second, different pedagogical frameworks for the work of supervision are provided such as care theory, teacher education for democracy, and social justice.
Finally, future directions for field-based teacher education such as rethinking the spaces of supervision, developing the pedagogy of supervision, and new models for clinical education are discussed.
Each of the chapters in this edited volume addresses the supervision of student teachers through a mix of research, theory, and personal stories from the field. As such, this edited volume is designed for new supervisors, veteran supervisors, and supervision scholars.
Educational Researchers and their students