Examining the Mismatch between Learner-Centered Teaching and Teacher-Centered Supervision
Bibliographic Data
| ID | 4884754 |
|---|---|
| Authors | Cynthia Paris (Rider University, New Jersey), Suzanne Gespa, Suzanne Gespass (Rider University, New Jersey) |
| Year | 2001 |
| Volume | 52 |
| Issue | 5 |
| Pages | 398-412 |
| Publication date | 2001-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487101052005006 |
| OpenAlex | W2020243497 |
| Language | EN |
| Citations received | 11 |
| References cited | 6 |
Student teacher supervision, with few exceptions, remains a teacher-centered enterprise. Typical supervision policies, procedures, and forms focus on teachers' observable behaviors. They grant authority to the perceptions of the supervisor/teacher. The concerns, questions, professional knowledge, and deliberative processes of the student teacher/learner are secondary, if they are considered at all. In this self-study, the authors explore alternatives to teacher-centered supervision by first supervising each other in their own learner-centered college classrooms, then extrapolating what was learned to their student teaching supervision. Data analysis yielded themes of responsibility, power, and purpose; challenges to the lesson as the unit of analysis and standard sources of data on student teachers' work; and the importance of the social construction of roles and meanings. The authors' intent is not to put forward yet another model of student teacher supervision but to describe a process of coconstructing supervision with student teachers so that the student teacher/learner is at the center
Mathematics education · Pedagogy · Perception · Political science · Process (computing) · Professional development · Student teacher · Student teaching · Supervisor · Teacher education · Work (physics) · Collaborative Teaching and Inclusion · Computer Science · Evaluation of Teaching Practices · Psychology · Teacher Education and Leadership Studies
The Methodology of Self-Study and Its Theoretical Underpinnings
Contribution d'une théorie de l'action à la conceptualisation et à l'évaluation des pratiques réflexives dans les dispositifs de formation initiale des enseignants
Positioning Field Supervisors at the Hub of Clinically Focused Teacher Preparation
Eye tracking in a teaching context
“Thrown to the lions” - a reflexive exercise with social work students on their early practice experiences
Fostering the Development of Chemistry Teacher Candidates
Training preservice teachers rapidly
Co-analysis of work in the triadic supervision of preservice teachers based on neo-Vygotskian activity theory
Effects of collaborative mentoring on the articulation of training and classroom situations
Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues
Le tutorat en formation initiale des enseignants
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2004 - 2024 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |