Supporting supervisors in the clinical education setting

Jacobson, Kimberly Teacher preparation programs rely on practical classroom experiences in which pre-service educators practice their craft in classrooms as field students and student teachers. While adjunct supervisors typically oversee and mentor teacher candidates, there's a notable gap in addressing the needs of the supervisors. University supervisors play a pivotal role in ensuring the success of these clinical experiences, yet there is little training, support, or exposure to best practices available to the supervisors for enhancing the implementation and performance of their complex roles. This study explores university supervisors’ experiences with training and support across Wisconsin teacher preparation programs through a combination of questionnaires and interviews. It examines the existing structures within institutions, explores areas where supervisors seek further support, and identifies potential best practices to be utilized by teacher preparation programs. By shedding light on the current landscape and opportunities for future growth, this research aims to inform the development of practices to enhance the quality of training and support for university supervisors. The results of the study demonstrate great variance in the training and support offered to university supervisors and opportunities to foster future professional development through autonomy with differentiated support.

Grantor dc:publisher

Alverno College

Year dc:date

2024

Author dc:creator

• Jacobson, Kimberly

• Teachers--Training of--Wisconsin
• Student teachers--Supervision of--Wisconsin

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/961

OAI identifier oai:identifier

oai:alverno.omeka.net:961