The Evolution of Clinical Practice and Supervision in the United States

Abstract

Clinical practice in teacher education has evolved from an apprenticeship model to one that finds it more intertwined with collaborative arrangements with partnering public schools. We look at how this evolution has had a major impact on the effectiveness of how teachers are prepared in an ever more complex society. We also describe how instructional supervision has been intertwined with clinical practice throughout the decades.

Essential 2: “clinical practice” is what professional development schools do

“…Recent articles and policy documents. A really helpful article for understanding the history of clinical preparation is Mcintyre and McIntyre’s (2020) article, The Evolution of Clinical Practice and Supervision in the United States . The authors chronicle the history of clinical preparation and its evolution over the last two hundred years.…”

School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

“…D. Glickman, 2002;Grimmett, 1981;Gürsoy et al, 2016;Reavis, 1976). Literature documents that Morris Cogan and Robert Goldhammer were its founders at Harvard University School of Education (Gürsoy et al, 2016;Reavis, 1976), primarily for the preparation of pre-service teachers (Husbands, 2011;McIntyre & McIntyre, 2020). Contemporary literature of clinical supervision (Amadi & Abraham, 2021;Kayıkçı et al, 2017;Moswela & Mphale, 2015;Nyan, 2014;Subramaniam et al, 2020;Tanjung, 2020) insists that it is approprite for supervising in-service teachers.…”

“…The growing literature on clinical supervision (Ibara, 2013;Khaef & Karimnia, 2021;McIntyre & McIntyre, 2020;Okorji & Ogbo, 2013;Panigrahi, 2012;Siatun, 2020;Tanjung, 2020;Wanzare, 2012) provides a singularity meaning of clinical supervision. Khaef and Karimnia (2021), for example, define it as face-to-face interaction between the teachers and school supervisors in problem solving reflexes, directed at per class, and focused on the teachers as agents of change.…”

School heads’ clinical supervision practices and emerging teacher emotions in Tanzania secondary schools

“…Historically, clinical supervision began in the late 1950s and early 1960s [ 22 , 23 , 24 , 25 ]. Literature mentions that Morris Cogan and Robert Goldhammer were the founders of it at Harvard University School of Education [ 25 , 26 ], primarily for the preparation of pre-service teachers [ 27 , 28 ]. Contemporary literature on clinical supervision [ 29 , 30 , 31 , 32 ] insists that it is appropriate for supervising in-service teachers.…”

“…In managing in-service teachers, school heads and teachers actively run teaching and learning supervision activities [ 33 , 34 , 35 ]. In line with preliminary descriptions, researchers have produced almost singular meaning of clinical supervision [ 27 , 32 , 34 , 36 , 37 , 38 , 39 , 40 ]. [ 34 ], for example, defined it as face-to-face interaction between the teachers and school supervisors in problem-solving reflexes directed at per class and focused on the teachers as an agent of change.…”