“Don't Leave Us Out There Alone”: A Framework for Supporting Supervisors

Dangel, Julie Rainer; Tanguay, Carla L.

doi:10.1080/01626620.2013.864574

Cited by 16 publications

(10 citation statements)

References 18 publications

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“…According to Baecher, McCormack, and Kung (2014), by engaging STs "metacognitively" to evaluate their teaching, supervisors provide STs the opportunities to develop professionally and to understand the underlining complexities of being a teacher and classroom teaching. We agree with researchers (e.g., Baecher, McCormack, & Kung, 2014;Dangel & Tanguay, 2014;Danielowich & McCarthy, 2013) who argued that supervisors are reluctant to use videos because they do not have the formal training to review videos in productive ways to help STs.…”

Section: Our Roles As Researcherssupporting

confidence: 83%

Learning to Notice: A Study of Pakistani Student Teachers’ Reflection on Their Classroom Videos

Naseem¹

2021

PJER

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This paper examines the use of videos of Student Teachers' (STs') classrooms to develop their noticing skills as teachers in the Pakistani context. Data were collected from twenty-four students during two teaching practicums in the VII and VIII semesters of a four-year B.Ed program offered in Pakistan’s public university. Analysis of STs' videos, reflections, and classroom observations show that the STs focused on discipline issues in their classroom during the VII semester. The following semester increased attention to their teaching was observed in very few STs. In addition, none of the STs focused on students' thinking in the classroom or connected events directly with larger principles of teaching per se. The findings highlight the importance of using videos to develop necessary skills in prospective teachers and underscore the significance of developing faculty members professionally who teach B.Ed programs with new ideas of teaching and learning

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Section: Our Roles As Researcherssupporting

confidence: 83%

Learning to Notice: A Study of Pakistani Student Teachers’ Reflection on Their Classroom Videos

Naseem¹

2021

PJER

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“…The findings of Goodwin et al (2014), Conklin (2015), and Butler et al (2014) support the work of other scholars that have researched the lack of attention paid to graduate students as students of teacher preparation (Dangel & Tanguay, 2014;Zeichner, 2005). In light of the lack of attention paid towards the preparation of clinical instructors, and specifically, graduate students seeking to be prepared as teacher educators, this study seeks to fill that gap by focusing on developing clinical instructors and the role their graduate studies played in the development of philosophies and skills for supervision.…”

Section: Formal Preparationsupporting

confidence: 79%

“…A number of other scholars describe professional learning communities in teacher education as a resourceful way to support professionals throughout their careers (Cochran-Smith, 2003;Levine, 2010) without the micro level analysis of how to maintain them. Dangel & Tanguay (2014) provide the best example of what a supportive supervisor community would look like on a macro level, including the structures and resources used in the process. This research identifies three structures that support novice clinical instructors as they develop their supervisory philosophies and pedagogies.…”

Section: Discussionmentioning

confidence: 99%

Pedagogy, Practice, and Mentorship: Core Elements of Connecting Theory to Practice in Teacher Educator Preparation Programs

Alexander¹

2019

JES

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As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators. Specifically, the results note that exposure to and practical application of philosophies and pedagogies learned during coursework can be used to utilized to resolve challenges in supervisors' work with preservice teachers. Additionally, this research demonstrates the role of mentoring communities on clinical instructors' development.

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“…However, at some smaller institutions, or within institutional programs, we can find models in which university-based supervisors meet more intensively within communities of practice to reflect on their work with other supervisors (e.g. Baecher, Graves & Ghailan, 2018;Dangel & Tanguay, 2014). This reflective, collaborative approach to learning, while familiar to teacher candidate curricula (Farrell, 2012), seems largely absent from the literature on supervisor training.…”

Section: How Are Supervisors Prepared For and Supported In Their Role?mentioning

confidence: 99%

University-Based Teacher Supervisors: Their Voices, Their Dilemmas

McCormack¹,

Baecher²,

Cuenca³

2019

JES

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Despite university supervisors' critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors' experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.

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“Don't Leave Us Out There Alone”: A Framework for Supporting Supervisors

Cited by 16 publications

References 18 publications

Learning to Notice: A Study of Pakistani Student Teachers’ Reflection on Their Classroom Videos

Learning to Notice: A Study of Pakistani Student Teachers’ Reflection on Their Classroom Videos

Pedagogy, Practice, and Mentorship: Core Elements of Connecting Theory to Practice in Teacher Educator Preparation Programs

University-Based Teacher Supervisors: Their Voices, Their Dilemmas

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