Advancing supervision in clinically based teacher education :: advances, opportunities, and explorations /
"Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus,...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2022]
|
| Schriftenreihe: | Contemporary perspectives on supervision and instructional leadership.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors "may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field" (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education"-- |
| Beschreibung: | 1 online resource (xxxii, 198 pages) : illustrations. |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 1648027202 9781648027208 |
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| 245 | 0 | 0 | |a Advancing supervision in clinically based teacher education : |b advances, opportunities, and explorations / |c edited by Rebecca West Burns, University of North Florida, Laura Baecher, Hunter College City University of New York, Jennifer K. McCorvey, University of South Florida. |
| 264 | 1 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c [2022] | |
| 264 | 4 | |c ©2022 | |
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| 490 | 1 | |a Contemporary perspectives on supervision and instructional leadership | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Introduction / Rebecca West Burns, Laura Baecher, and Jennifer K. McCorvey -- Supervising linguistically diverse student teachers / Keli Garas-York, Julie Henry, Gilset Colon, and Pixita del Prado Hill -- (In)visibility, value and the clinical educator / Nancy S. Niemi and Amanda R. Bozack -- "Passing" as a teacher and the dance of supervision / John Beaumont and Laura Baecher -- High-sakes performance assessments and supervising student teachers : the increasingly complex roles of university supervisors / Alexander Cuenca, Jessica Zaker, and Melanie Dupell -- Defining and credentialing the expertise of school-based teacher educators (cooperating teachers) : a conceptual model based on the nursing preceptor process / Rene Roselle and Michael Alfano -- The importance of supervision in preparing scholars of teacher education : one student's transformative journey / Jennifer K. McCorvey and Rebecca West Burns -- A conceptual framework for longitudinal supervision in an online teacher education program / J. Spencer Clark, Lotta Larson, Eileen Wertzberger, and Thomas J. Vontz -- Supervisor as instructional coach : supporting elementary education teacher candidates' enactment of questioning strategies / Drew Polly -- Conclusion / Laura Baecher, Rebecca West Burns, and Jennifer McCorvey. | |
| 520 | |a "Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors "may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field" (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education"-- |c Provided by publisher. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on June 7, 2022). | ||
| 650 | 0 | |a Teachers |x Training of |z United States. |0 http://id.loc.gov/authorities/subjects/sh85133001 | |
| 650 | 0 | |a Student teachers |x Supervision of |z United States. | |
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| 650 | 6 | |a Enseignants |x Formation |z États-Unis. | |
| 650 | 7 | |a Observation (Educational method) |2 fast | |
| 650 | 7 | |a Student teachers |x Supervision of |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 651 | 7 | |a United States |2 fast | |
| 700 | 1 | |a Burns, Rebecca West, |e editor. |0 http://id.loc.gov/authorities/names/n2020012734 | |
| 700 | 1 | |a Baecher, Laura Hope, |e editor. |0 http://id.loc.gov/authorities/names/nr2003030747 | |
| 700 | 1 | |a McCorvey, Jennifer, |e editor. |0 http://id.loc.gov/authorities/names/n2021065220 | |
| 758 | |i has work: |a Advancing supervision in clinically based teacher education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCXC9Hpw7HcgJGjhwvpTHBX |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Advancing supervision in clinically based teacher education |d Charlotte, NC : Information Age Publishing, Inc., 2022 |z 9781648027185 |w (DLC) 2021051401 |
| 830 | 0 | |a Contemporary perspectives on supervision and instructional leadership. | |
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| adam_text | |
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| contents | Introduction / Rebecca West Burns, Laura Baecher, and Jennifer K. McCorvey -- Supervising linguistically diverse student teachers / Keli Garas-York, Julie Henry, Gilset Colon, and Pixita del Prado Hill -- (In)visibility, value and the clinical educator / Nancy S. Niemi and Amanda R. Bozack -- "Passing" as a teacher and the dance of supervision / John Beaumont and Laura Baecher -- High-sakes performance assessments and supervising student teachers : the increasingly complex roles of university supervisors / Alexander Cuenca, Jessica Zaker, and Melanie Dupell -- Defining and credentialing the expertise of school-based teacher educators (cooperating teachers) : a conceptual model based on the nursing preceptor process / Rene Roselle and Michael Alfano -- The importance of supervision in preparing scholars of teacher education : one student's transformative journey / Jennifer K. McCorvey and Rebecca West Burns -- A conceptual framework for longitudinal supervision in an online teacher education program / J. Spencer Clark, Lotta Larson, Eileen Wertzberger, and Thomas J. Vontz -- Supervisor as instructional coach : supporting elementary education teacher candidates' enactment of questioning strategies / Drew Polly -- Conclusion / Laura Baecher, Rebecca West Burns, and Jennifer McCorvey. |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| series | Contemporary perspectives on supervision and instructional leadership. |
| series2 | Contemporary perspectives on supervision and instructional leadership |
| spelling | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / edited by Rebecca West Burns, University of North Florida, Laura Baecher, Hunter College City University of New York, Jennifer K. McCorvey, University of South Florida. Charlotte, NC : Information Age Publishing, Inc., [2022] ©2022 1 online resource (xxxii, 198 pages) : illustrations. text txt rdacontent computer c rdamedia online resource cr rdacarrier Contemporary perspectives on supervision and instructional leadership Includes bibliographical references. Introduction / Rebecca West Burns, Laura Baecher, and Jennifer K. McCorvey -- Supervising linguistically diverse student teachers / Keli Garas-York, Julie Henry, Gilset Colon, and Pixita del Prado Hill -- (In)visibility, value and the clinical educator / Nancy S. Niemi and Amanda R. Bozack -- "Passing" as a teacher and the dance of supervision / John Beaumont and Laura Baecher -- High-sakes performance assessments and supervising student teachers : the increasingly complex roles of university supervisors / Alexander Cuenca, Jessica Zaker, and Melanie Dupell -- Defining and credentialing the expertise of school-based teacher educators (cooperating teachers) : a conceptual model based on the nursing preceptor process / Rene Roselle and Michael Alfano -- The importance of supervision in preparing scholars of teacher education : one student's transformative journey / Jennifer K. McCorvey and Rebecca West Burns -- A conceptual framework for longitudinal supervision in an online teacher education program / J. Spencer Clark, Lotta Larson, Eileen Wertzberger, and Thomas J. Vontz -- Supervisor as instructional coach : supporting elementary education teacher candidates' enactment of questioning strategies / Drew Polly -- Conclusion / Laura Baecher, Rebecca West Burns, and Jennifer McCorvey. "Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors "may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field" (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education"-- Provided by publisher. Description based on online resource; title from digital title page (viewed on June 7, 2022). Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Student teachers Supervision of United States. Observation (Educational method) United States. Enseignants Formation États-Unis. Observation (Educational method) fast Student teachers Supervision of fast Teachers Training of fast United States fast Burns, Rebecca West, editor. http://id.loc.gov/authorities/names/n2020012734 Baecher, Laura Hope, editor. http://id.loc.gov/authorities/names/nr2003030747 McCorvey, Jennifer, editor. http://id.loc.gov/authorities/names/n2021065220 has work: Advancing supervision in clinically based teacher education (Text) https://id.oclc.org/worldcat/entity/E39PCXC9Hpw7HcgJGjhwvpTHBX https://id.oclc.org/worldcat/ontology/hasWork Print version: Advancing supervision in clinically based teacher education Charlotte, NC : Information Age Publishing, Inc., 2022 9781648027185 (DLC) 2021051401 Contemporary perspectives on supervision and instructional leadership. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3104611 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3104611 Volltext |
| spellingShingle | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / Contemporary perspectives on supervision and instructional leadership. Introduction / Rebecca West Burns, Laura Baecher, and Jennifer K. McCorvey -- Supervising linguistically diverse student teachers / Keli Garas-York, Julie Henry, Gilset Colon, and Pixita del Prado Hill -- (In)visibility, value and the clinical educator / Nancy S. Niemi and Amanda R. Bozack -- "Passing" as a teacher and the dance of supervision / John Beaumont and Laura Baecher -- High-sakes performance assessments and supervising student teachers : the increasingly complex roles of university supervisors / Alexander Cuenca, Jessica Zaker, and Melanie Dupell -- Defining and credentialing the expertise of school-based teacher educators (cooperating teachers) : a conceptual model based on the nursing preceptor process / Rene Roselle and Michael Alfano -- The importance of supervision in preparing scholars of teacher education : one student's transformative journey / Jennifer K. McCorvey and Rebecca West Burns -- A conceptual framework for longitudinal supervision in an online teacher education program / J. Spencer Clark, Lotta Larson, Eileen Wertzberger, and Thomas J. Vontz -- Supervisor as instructional coach : supporting elementary education teacher candidates' enactment of questioning strategies / Drew Polly -- Conclusion / Laura Baecher, Rebecca West Burns, and Jennifer McCorvey. Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Student teachers Supervision of United States. Observation (Educational method) United States. Enseignants Formation États-Unis. Observation (Educational method) fast Student teachers Supervision of fast Teachers Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85133001 |
| title | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / |
| title_auth | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / |
| title_exact_search | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / |
| title_full | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / edited by Rebecca West Burns, University of North Florida, Laura Baecher, Hunter College City University of New York, Jennifer K. McCorvey, University of South Florida. |
| title_fullStr | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / edited by Rebecca West Burns, University of North Florida, Laura Baecher, Hunter College City University of New York, Jennifer K. McCorvey, University of South Florida. |
| title_full_unstemmed | Advancing supervision in clinically based teacher education : advances, opportunities, and explorations / edited by Rebecca West Burns, University of North Florida, Laura Baecher, Hunter College City University of New York, Jennifer K. McCorvey, University of South Florida. |
| title_short | Advancing supervision in clinically based teacher education : |
| title_sort | advancing supervision in clinically based teacher education advances opportunities and explorations |
| title_sub | advances, opportunities, and explorations / |
| topic | Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Student teachers Supervision of United States. Observation (Educational method) United States. Enseignants Formation États-Unis. Observation (Educational method) fast Student teachers Supervision of fast Teachers Training of fast |
| topic_facet | Teachers Training of United States. Student teachers Supervision of United States. Observation (Educational method) United States. Enseignants Formation États-Unis. Observation (Educational method) Student teachers Supervision of Teachers Training of United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3104611 |
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