Clinical Supervision in a Standards-Based Environment

Opportunities and Challenges

Datos Bibliográficos

ID4309397
AutoresEdward Pajak (University of Georgia, autor de correspondencia)
Año2001
Volumen52
Número3
Páginas233-243
Fecha de publicación2001-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487101052003006
OpenAlexW2015963583
IdiomaEN
Citas recibidas9
Referencias citadas12

Current education reform stresses systemic change to achieve large-scale and long-term results. However, education in the United States has long been characterized by loose coupling, manifested in the relationship between administration and instruction, between universities and schools, and between preservice and in-service expectations. The result is an endemic inconsistency in achievement among different classrooms and schools, an inadequate preparation of teachers for classroom reality, and beginning teachers' being left to survive with limited available support. The standards movement seeks to reduce loose coupling by bridging the gap between universities and schools and smoothing the transition from novice teacher to professional. Yet, the imposition of standards and close monitoring of learning outcomes potentially violates the affective bond between student and teacher and the teacher's commitment to the calling. Resolving the tension between externally imposed outcomes and the teacher's emotional investment requires a high degree of empathy for the developing teacher

Bridging (networking) · Empathy · Investment (military) · Mathematics education · Pedagogy · Political science · Scale (ratio) · Teacher education · Collaborative Teaching and Inclusion · Counseling Practices and Supervision · Law · Psychology · Reflective Practices in Education · Social Psychology