Thursday, April 1
12:45 PM-1:00 PM
EDT
Room 8

Facilitating Preservice Teacher Supervision Through Telepresence: Implications for Clinically-Rich Practice

Brief Paper (Live Presentation) ID: 58682
  1. aaa
    Sarah Capello
    Judson University
  2. aaa
    Rachel Lance
    Judson University

Abstract: This brief paper discusses the possibilities for using telepresence technology to supervise preservice teachers (PSTs). Recent calls for teacher preparation in clinically-rich practice have shifted notions of who supervises PSTs and what PST supervision is. Rather than outsourcing supervision to low-ranking, contingent university faculty, teacher education reforms are attempting to integrate this work among multiple teacher educators at both the university and the school site. Telepresence has the potential for supporting this vision of shared supervision by creating a third space where multiple teacher educators can plan, observe, debrief, reflect on, and evaluate PST growth and development. By reducing the need to travel to clinical sites, telepresence may also increase faculty perceptions of and interest in PST supervision, thus democratizing the work of PST supervision among university-based teacher educators. Furthermore, telepresence supervision technology can support equity aims in rural and remote geographical locations by: (a) decreasing isolation; (b) familiarizing PST teachers who are from urban areas with rural schools, students, and cultures; and (c) bolstering rural districts’ abilities to recruit teachers to rural areas. Finally, using telepresence to supervise PSTs during the COVID-19 pandemic could help keep students, teachers, supervisors, and communities safe by limiting visitors to the school site.

No presider for this session.

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