The Role of Supervision in Teacher Development

Byrd, David M.; Fogleman, Jay

doi:10.1007/978-94-6209-095-8_13

Cited by 6 publications

(4 citation statements)

References 41 publications

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“…Scholars have raised questions about the role of supervision in teacher preparation (Glanz, 1996;Byrd and Fogleman, 2012) including who should perform the work (Richardson-Koehler, 1988;Burns et al, 2016). Some programs hire adjunct faculty; others rely on program faculty or hire full-time clinical faculty.…”

Section: The Role Of University Supervisorsmentioning

confidence: 99%

Clinical faculty associates serving as hybrid teacher educators: Personal and professional impacts

et al. 2022

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BackgroundUniversity supervisors in teacher education assume a complex and demanding role, which is essential to the development of prospective teachers, but is often underappreciated or ignored.AimThis descriptive study was designed to explore former clinical faculty associates’ (CFAs’) perceptions of the challenges and opportunities inherent in their work as CFAs, and the influence of this experience on their future professional work.Materials and methodsUsing survey research methodology, followed by selected individual interviews, this paper focuses on the experiences of CFAs, highly respected PK-6 teachers employed by the university for 2–3 years to serve as university supervisors.Results and conclusionAlthough participants reported facing several professional and personal challenges as CFAs, they also described opportunities to participate in a wide variety of professional experiences that positively impacted their future work. Furthermore, most reported feeling the CFA experience was professionally renewing and brought opportunities to build strong personal and professional relationships that cross institutional boundaries.

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Section: The Role Of University Supervisorsmentioning

confidence: 99%

Clinical faculty associates serving as hybrid teacher educators: Personal and professional impacts

et al. 2022

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“…Since the emergence of the supervisory triad, research has generally taken one of two approaches: instrumental studies, which aim to improve the triad as a functioning unit (e.g., Byrd and Fogleman 2012;Slick 1997Slick , 1998, and critical studies (such as Smyth 1988;Turner-Muecke 1987;Garman 1990), which attempt to examine the social and political grounds of the triad's legitimacy as an educational tool. An important angle in both approaches has been the introduction of critical reflection based on the ideas of Schon, van Manen, and Mezirow (Turner-Muecke 1987;Liu 2015) particularly in the context of electronically mediated supervision contexts, such as the use of ePortfolios (Thomas and Liu 2012;Liu 2017).…”

Section: Supervision and Virtual Supervision In Teacher Educationmentioning

confidence: 99%

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

et al. 2018

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This paper presents an in vivo naturalistic case study of an education college in a Midwestern state university that implemented Cisco TelePresence high-definition teleconference technology in supervising student teachers in rural schools. Guided by a clinical supervision triad model, this approach includes synchronous virtual observation and video-based non-synchronous reflective practice within a triad of university supervisor, student teacher, and cooperating teacher. Results demonstrate that important factors for implementing virtual supervision in rural schools include multiple personnel involvement in teacher education programs and K12 schools and collaboratively developed goals, procedures, and outcomes. It also finds out that virtual supervision serves as a lens to the rural world for student teachers and a catalyst for educational equity for rural schools and districts. Technological aspects of supervision such as equipment description and costs are also provided.

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“…Although supervision conversations have a role in monitoring a student's progress (i.e. assessment), not least with a view to graduation (Byrd & Fogelman, 2013), this function does not appear to represent an obstacle for students in terms of introducing discontinuity. We recommend that follow-up research explore when students feel willing to discuss discontinuity in a supervision conversation.…”

Section: Discussionmentioning

confidence: 99%

“…During teacher education, these potential obstacles to further development as a teacher can be explored and solved . Teacher educators may choose to explore experiences of discontinuity owing to their responsibility for monitoring student development in light of graduation (Byrd & Fogelman, 2013) and preparing students for further professional development after teacher education (Cuenca, 2013). Student teachers may want to explore experiences of discontinuity in order to solve problems in practice and/or to confirm whether the profession is a valid career option (Rots, Aelterman, & Devos, 2014).…”

Section: Student Teachers' Sense-makingmentioning

confidence: 99%

Experiences of continuity and discontinuity in student teachers' development

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◊ The reflections concern student teachers' perceptions and expectations about one's self as a teacher; these are conceptualized as self-attributes considered relevant for the profession. In line with Super and colleagues (1963), we refer to the idiosyncratic constellation of self-attributes as the vocational self-concept. ◊ The process of reflecting on development as a teacher is conceived as a process of sense-making in this thesis. Sense-making is narrative and dialogical in nature and can be triggered by experiences in teacher education (Ezzy, 1998; Hermans, 2002). Yet, sensemaking in relation to one's vocational self-concept already starts the moment a person begins to consider a career as a teacher (Konstam, 2015; Savickas, 1997; Super, 1980), with student teachers actively and iteratively giving meaning to new experiences that provide information about the current and imagined self as teacher (Kelchtermans, 2005; Korthagen, 2005; Rodgers & Scott, 2008). ◊ The process of sense-making may result in an experience of continuity and/or discontinuity: a sense of consistency or inconsistency in the current or to-be-developed attributes that are relevant to the profession (cf. Akkerman & Meijer, 2011; Alsup, 2006; Beijaard & Meijer, 2017). In general, experiences of continuity contribute to well-being and the ability to persevere during development (Caspi & Moffit, 1991; Ibarra & Barbalescu, 2010). Experiences of discontinuity are often perceived negatively because of risks of decreasing self-confidence and frustration. ◊ Experiences of discontinuity seem inevitable in the process of sense-making as student teachers make first steps and have new experiences as professional teachers. Discontinuity can be desirable as a trigger for learning (Akkerman & Bakker, 2011), but also risky because of the potential negative results such as student teacher losing self-confidence and leaving the profession hastily and/or ill-advised. ◊ The process of sense-making is likely to be influenced by teacher educators since reflections, including student teachers' sense of self, their past and their future expectations, are discussed in supervision conversations. Also, the input of the students and the teacher educators in supervision conversations is not a one-way communication, isolated or independent of each other, but perceptions of the past and expectations of the future are discussed and changed in relation to the input of the other by anticipating and responding (Lyra, 1999). Doris: "But there is also a lot of frustration: why can't I just work my way through it? Finish it. Yeah, I don't know why, but I just couldn't do it." [Experience of discontinuity] Audio-taped supervision conversations, i.e., authentic conversations between student teacher and teacher educator throughout the educational course Interviews with six selected teacher educators about student teacher development and supervision approaches. These data allowed us to focus on student teacher development, independent of whether, how and when student teachers comple...

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The Role of Supervision in Teacher Development

Cited by 6 publications

References 41 publications

Clinical faculty associates serving as hybrid teacher educators: Personal and professional impacts

Clinical faculty associates serving as hybrid teacher educators: Personal and professional impacts

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

Experiences of continuity and discontinuity in student teachers' development

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