Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors
Document Type
Article
Publication Date
2016
Keywords
instructional supervision, supervision in teacher education, professional development schools, clinical pedagogy of supervision, pedagogical skills of supervisors
Digital Object Identifier (DOI)
http://dx.doi.org/10.1080/01626620.2016.1155097
Abstract
Instructional supervision is a highly complex endeavor as supervisors work to enhance teacher, teacher candidate, and school effectiveness. The process of learning to supervise well can be daunting and difficult. Recent research on teaching has focused on enhancing teachers’ ability to notice or observe aspects of teaching and student learning. The ability to assist teacher candidates to “notice” and observe is equally important when supervising them. This qualitative case study builds upon the research on teaching and on supervision. It illustrates that “noticing” is one of a constellation of pedagogical skills supervisors use to support the learning of others. In addition, the authors identify six other pedagogical skills including ignoring, marking, intervening, pointing, unpacking, and processing. Further defining these skills is useful for understanding the intricacies of clinical pedagogy in instructional supervision. The results of this study suggest that supervision in clinically rich contexts is a pedagogical or teaching function which extends beyond traditional conceptions of observation and feedback.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Action in Teacher Education, v. 38, issue 2, p. 156-174
Scholar Commons Citation
Burns, Rebecca W. and Badiali, Bernard, "Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors" (2016). Educational and Psychological Studies Faculty Publications. 142.
https://digitalcommons.usf.edu/esf_facpub/142
