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
Locate the Document
DOI
10.31045/jes.3.3.4
Persistent Identifier
https://archives.pdx.edu/ds/psu/34051
Citation Details
Yeigh, M. J. (2020). Disrupting the Deficit Gaze: Equity Work with University Supervisors. Journal of Educational Supervision, 3 (3).
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons