Abstract
Supervision in initial teacher education is a pivotal component of professional experience, widely considered to be the most valued aspect of preservice teacher learning. Key to these experiences is the work of the university appointed supervisors who mentor the novices during their in-classroom learning. This is a dichotomous and often under-rated role, fraught with challenges, yet remains under-theorised and underresearched. Situated in a framework of readiness for teaching, this literature review provides a synopsis of the challenges facing the provision of quality teacher education programs and the supervision of preservice teachers and details the myriad of tasks undertaken by these supervisors. The importance of research into the contribution of these experienced teachers to preservice teacher learning will be clarified, as will the need for development of a model for supervision to guide future work in this space.
RAS ID
36181
Document Type
Journal Article
Date of Publication
2021
Volume
31
Issue
2
School
School of Education / School of Business and Law
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
Publisher
Australia's Instituted for Educational Research in New South Wales, South Australia and Western Australia
Identifier
Madlen Griffiths
ORCID : 0000-0002-2712-2767
Mandie Shean
ORCID : 0000-0003-2744-9222
Denise Jackson
ORCID : 0000-0002-7821-3394
Comments
Griffiths, M., Shean, M., & Jackson, D. (2021). Supervision in initial teacher education: A scoping review. Issues in Educational Research, 31(2), 476-494. https://www.iier.org.au/iier31/griffiths-m-abs.html