Supervision in teacher education is entering an exciting time. In
the last decade, national reports calling for the transformation of
teacher preparation have advocated for greater school-university
collaboration and increased clinical preparation of teachers
(AACTE, 2018; NCATE, 2010). Thus, institutions with teacher
preparation should be increasingly concerned with the clinical
component of their teacher certification programs (AACTE, 2010;
2018; NCATE, 2001; NEA, 2014). However, supervision in teacher
preparation has historically been held in low regard, (Beck &
Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover,
O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even
though research has shown that high-quality supervision promotes
teacher candidate learning (Bates, Drits, & Ramirez, 2011;
Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014;
Gimbert & Nolan, 2003; Lee, 2011). In fact, university
supervisors "may be the most undervalued actors in the entire
teacher preparation equation when one considers the knowledge,
skills, and dispositions they must have to teach about teaching in
the field" (Burns & Badiali, 2016, p. 156). Despite this
research, the function of supervision has often been relegated to
adjunct faculty or even removed the university-based supervisor
altogether in some colleges/ schools of education (McIntyre &
McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005).
These practices are incredibly problematic for actualizing
clinically based teacher education. Thus, the road to transforming
teacher education must involve addressing such long standing
misperceptions about what supervision is, what purpose it serves,
and how it can be renewed from an afterthought to become the
driving engine of high quality teacher preparation. Advancing
Supervision in Clinically Based Teacher Education: Advances,
Opportunities, and Explorations aims to elevate supervision and
supervisors, as undervalued actors, by disseminating high-quality
manuscripts on this critical area of study. The chapters in this
book tackle the persistent issue of devaluing and marginalizing
supervision in some institutions of higher education by sharing
current research, illuminating challenges of supervising in the
current high stakes accountability climate, and offering innovative
ideas that can improve supervision in clinically based teacher
education.
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