GERA 2015 Distinguished Paper Award


Promising Practices for Supervisors of Teacher Candidates Enrolled in Yearlong, Co-taught Clinical Experiences By

  • Toni Strieker, SMGE/KSU
  • Woong Lim, SMGE/Math Education
  • Megan Adams, SMGE/Reading
  • Daphne Hubbard, SMGE/Language Arts
  • Neporcha Cone, EECE/Science Education
  • Cherry Steffen, EECE/Science Education

At the fall conference of the Georgia Educational Research Association (GERA), an interdisciplinary research team, led by Dr. Toni Strieker, won the 2015 Distinguished Paper Award. The GERA participates in the Distinguished Paper Session sponsored by the State and Regional Educational Research Associations, a Special Interest Group of the American Educational Research Association (AERA). Participation requires state and regional associations to select a distinguished paper that reflects the high quality of research presented at state and regional conferences. The GERA, 2015, winning paper is guaranteed a slot at a SRERA session at the Annual AERA, 2016 Conference in Washington, DC.

The paper presented by the interdisciplinary research team was a self-study examined the pedagogical practices of university supervisors who supervised teacher candidates, enrolled in yearlong, co-taught, P-12, clinical experiences. Supervisory practices were situated in a collegial, reflective and developmental model of supervision. The participant sample included 41 teacher candidates, along with 41 of their collaborating teachers and 15 field supervisors who supervised four to six candidates throughout the yearlong experience. Our findings indicate that we, along with our collegial supervisors, used collaborative and non-directive approaches to structure the dialogue with our teacher candidates and the collaborating teachers as well as goal-setting techniques to promote self-directed and self-regulated learning in the candidate. Implications of the study include the following needs for colleges of education: (a) to prepare supervisors specifically to support their candidates in theorizing practice and justifying their instructional decisions with research; (b) to develop a shared language that defines and describes various forms and notions of assessment; and (c) to provide additional support and professional development for supervisors responsible for supervision of candidates in P-12 programs in this new era of national assessment and accountability for the outcomes of their candidates.

The KSU research team was honored to receive this award and looks forward to presenting the work at AERA in Washington, DC in April, 2016.

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