Published In

Journal of Educational Supervision

Document Type

Article

Publication Date

10-2020

Subjects

Teacher effectiveness, Teachers -- Training of

Abstract

Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship with the mentor teacher.

Rights

DigitalCommons@UMaine © 2020

DOI

10.31045/jes.3.3.4

Persistent Identifier

https://archives.pdx.edu/ds/psu/34051

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