Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors

Autor/inn/en	Burns, Rebecca West; Badiali, Bernard
Titel	Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors
Quelle	In: Action in Teacher Education, 38 (2016) 2, S.156-174 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1155097
Schlagwörter	Teacher Supervision; Supervisors; Teaching Skills; Skill Development; Teacher Educators; Qualitative Research; Case Studies; Observation; Clinical Supervision (of Teachers); Student Teacher Supervisors; Interviews; Data Analysis; Coding; Critical Incidents Method; Attention Control; Intervention; Critical Thinking; Reflection; Supervisor Supervisee Relationship; Supervisory Methods + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Auswertung; Codierung; Programmierung; Aufmerksamkeitstest; Kritisches Denken
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01