Keywords
university clinical supervision, clinically-based teacher education
Abstract
This essay argues that robust fulfillment of the university clinical supervisor’s role is essential to realizing the promise of clinically-based teacher education. To that end, I present a model for clinically-based supervision. The model captures the complex relationships among clinical supervisor, teacher candidate, and the content of P-12 teaching, overlaid with clinically-based routines that give shape to those relationships, and situated within the multiple environments that both constrain and facilitate the supervisor’s work. This model can help the field to: focus on the goal of teacher candidates’ learning to see, navigate, and work constructively within P-12 teaching; examine the shape and effectiveness of routines for clinically-based supervision and how they function in teacher candidates’ learning trajectories; and understand how to better equip and support supervisors working within clinically-based environments.
DOI
10.15760/nwjte.2021.16.1.1
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/35726
Recommended Citation
Bacevich, Amy
(2021)
"Conceptualizing Clinical Supervision in an Era of Clinically-Based Teacher Education,"
Northwest Journal of Teacher Education: Vol. 16
:
Iss.
1
, Article 1.
DOI: https://doi.org/10.15760/nwjte.2021.16.1.1