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Supervision as a Field of Study - Endangered or Emerging? Scholars Share their Stories and Perspectives

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Abstract:

Over the past twenty-years, schools and universities have worked more collaboratively in terms of the preparation of teachers and this collaboration has complicated the function of supervision, the hybrid supervisory roles needed in school-university partnerships, and the changing nature of the role of what was formerly known as the university supervisor. As the field of teacher education moves to elevate the role of clinical practice, supervising clinical experiences becomes an increasingly important topic of discussion.
Given the increased importance of supervision, we propose a symposium of scholars of supervision in teacher education to share their stories and discuss issues facing the field of supervision. The symposium consists of three papers, and each of the papers has multiple authors. The papers represent a particular practice/scholarship perspective toward supervision: (1) the "past" (tenured professors); (2) the "present" (tenure-track and newly tenured professors); and (3) the "future" (doctoral students). Each paper is written as a collaborative autoethnography (Chang et al., 2013), in which the researcher uses "personal stories as windows to the world, through which they interpret how their selves are connected to their sociocultural contexts and how the contexts give meanings to their experiences and perspectives" (pp. 18-19). Data for each paper is drawn from autobiographies shared among authors and continued dialogue (written and verbal) around those biographies.
The symposium is designed to highlight the variations in scholars’ perspectives based on their respective developmental and institutional contexts/experiences. Taken together, these contrasts will inevitably surface themes and questions about how we are conceptualizing supervision, what institutional supports have proven productive to enhance the benefits of clinical experiences in terms of prospective teachers’ growth, what institutional challenges must be confronted and engaged, and what we have to learn about the intentional development of new leaders in this area of research. The ultimate goal of the symposium is to leverage the presenters’ and participants’ insights to identify actionable items to be accomplished collectively in the short- and long-term. Over the next five years, we envision a series of follow-up, accountability meetings to gauge our progress within the shifting political landscape that surrounds teacher education.
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Association:
Name: Association of Teacher Educators
URL:
http://www.ate1.org


Citation:
URL: http://citation.allacademic.com/meta/p1299715_index.html
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MLA Citation:

Butler, Brandon. "Supervision as a Field of Study - Endangered or Emerging? Scholars Share their Stories and Perspectives" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, <Not Available>. 2018-08-30 <http://citation.allacademic.com/meta/p1299715_index.html>

APA Citation:

Butler, B. "Supervision as a Field of Study - Endangered or Emerging? Scholars Share their Stories and Perspectives" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV <Not Available>. 2018-08-30 from http://citation.allacademic.com/meta/p1299715_index.html

Publication Type: Symposium Paper
Abstract: Over the past twenty-years, schools and universities have worked more collaboratively in terms of the preparation of teachers and this collaboration has complicated the function of supervision, the hybrid supervisory roles needed in school-university partnerships, and the changing nature of the role of what was formerly known as the university supervisor. As the field of teacher education moves to elevate the role of clinical practice, supervising clinical experiences becomes an increasingly important topic of discussion.
Given the increased importance of supervision, we propose a symposium of scholars of supervision in teacher education to share their stories and discuss issues facing the field of supervision. The symposium consists of three papers, and each of the papers has multiple authors. The papers represent a particular practice/scholarship perspective toward supervision: (1) the "past" (tenured professors); (2) the "present" (tenure-track and newly tenured professors); and (3) the "future" (doctoral students). Each paper is written as a collaborative autoethnography (Chang et al., 2013), in which the researcher uses "personal stories as windows to the world, through which they interpret how their selves are connected to their sociocultural contexts and how the contexts give meanings to their experiences and perspectives" (pp. 18-19). Data for each paper is drawn from autobiographies shared among authors and continued dialogue (written and verbal) around those biographies.
The symposium is designed to highlight the variations in scholars’ perspectives based on their respective developmental and institutional contexts/experiences. Taken together, these contrasts will inevitably surface themes and questions about how we are conceptualizing supervision, what institutional supports have proven productive to enhance the benefits of clinical experiences in terms of prospective teachers’ growth, what institutional challenges must be confronted and engaged, and what we have to learn about the intentional development of new leaders in this area of research. The ultimate goal of the symposium is to leverage the presenters’ and participants’ insights to identify actionable items to be accomplished collectively in the short- and long-term. Over the next five years, we envision a series of follow-up, accountability meetings to gauge our progress within the shifting political landscape that surrounds teacher education.


Similar Titles:
Supervision as a Field of Study - Endangered or Emerging? Scholars Share Their Stories and Perspectives


 
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