ERIC Number: ED453193
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Exploring a Pedagogy for Educative Supervision.
Blanton, Maria L.; Berenson, Sarah B.; Norwood, Karen S.
This investigation explores a pedagogy for supervision through a case study of one prospective middle school mathematics teacher during her student teaching semester. Classroom observations by the university supervisor, teaching episode interviews between the supervisor and student teacher, and focused journal reflections by the student teacher were coordinated to challenge the student teacher's existing models of teaching. The emerging pedagogy of the teaching episodes, a central question of this study, was characterized by (a) the use of open-ended questioning that centered the student teacher in the process of sense making; (b) a shift away from the supervisor's direct, authoritative evaluations of the student teacher's practice; (c) the supervisor's teaching focus throughout supervision derived from the student teacher's classroom experiences; and (d) an effort to maintain sensitivity to the student teacher's zone of proximal development. The researchers found their approach to be coincident with the notion of "instructional conversation" advanced by Gallimore and Goldenberg (1992). The nature of the teaching episodes seemed to open the student teacher's zone of proximal development so that her practice of teaching could be mediated with the assistance of a more knowing other. (Contains 26 references.) (Author/SM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A