Early Childhood Supervision: Tensions in the Advancement of Developmentally Appropriate and Social-Justice Oriented Practice

Autor/inn/en	Baker, Sarah Jean; Mowrey, Sascha C.; Cunningham, Denise
Titel	Early Childhood Supervision: Tensions in the Advancement of Developmentally Appropriate and Social-Justice Oriented Practice
Quelle	In: Journal of Educational Supervision, 5 (2022) 2, S.30-41, Artikel 3 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Early Childhood Education; Early Childhood Teachers; Preservice Teachers; College Faculty; Mentors; Cooperating Teachers; Student Teacher Supervisors; Developmentally Appropriate Practices; Social Justice; Equal Education; Field Experience Programs; Role; Interpersonal Relationship; Professional Development; Supervision + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Fakultät; Co-operation; Cooperation; Kooperation; Entwicklungsbezogene Bildung; Soziale Gerechtigkeit; Praxisnahes Lernen; Rollen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This case examines the complex interactions among university faculty, teacher candidates, and school-based mentor teachers during supervision. In early childhood, among other skills and dispositions, the use of developmentally appropriate practice and an equity focus are important to the overall advancement of teacher candidates' practice. However, supervisors do not have oversight of the classrooms in which early childhood candidates are placed for field experiences. In some cases, teacher candidates may be expected to conform to or demonstrate practices themselves which are not developmentally appropriate, or which are inequitable. What is the role of the supervising faculty member in these cases, and how can the supervisor navigate the relationship with mentor teacher and host school, while also supporting appropriate and equitable professional growth in the teacher candidate? (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01