University supervisors’ conceptions of supervision at early childhood teacher education programs in Chile
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Gómez, Mariel
issued: 2024-07-04T17:31:50Z
issued: 2024
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Globally, supervised, direct experiences in teaching provided for pre-service teachers have been increasingly advocated for. The practicum component of teacher education programs has been widely recognized by teachers as the most significant experience of their learning to teach process. Although pre-service teachers, cooperating teachers and university supervisors all play essential roles in the success of field experiences, the work of university supervisors has been the least examined and the meaning of supervision is often elusive in empirical studies and governmental documents addressing the topic. This study uses phenomenographic methods to investigate the work of university supervisors in early childhood teacher education programs (ECTEPs) according to their own conceptions of it. Nineteen university supervisors employed at six Chilean ECTEPs were interviewed twice. Through the analysis of data, four qualitatively different ways of understanding supervision were identified, named: (a) accompaniment of learning; (b) instruction; c) vehicle to promote reflective thinking; and (d) opportunity for awareness expansion and transformation. Each of these categories of description is discussed in relation to the role of the supervisor, the means of supervision and the nature of relationship between supervisor and supervisee. Findings suggest the possibility of a continuum of expanding meaning between these ways of understanding supervision. The significance of the results in relation to the literature is discussed, as well as some implications for university supervisors, ECTEPs, and educational policies on university supervisors’ professional development. Further research is proposed for inquiring into different possible conceptions of supervision and potential connections with actual supervisory practices.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/88567
note: UNIVERSITY SUPERVISORS’ CONCEPTIONS OF SUPERVISION AT EARLY CHILDHOOD TEACHER EDUCATION PROGRAMS IN CHILE by Mariel Gómez B.A., Pontificia Universidad Católica de Chile, 2002 M.A., The University of British Columbia, 2014 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning, and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) June 2024 © Mariel Gómez, 2024 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: University Supervisors’ Conceptions of Supervision at Early Childhood Teacher Education Programs in Chile submitted by Mariel Gómez in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Human Development, Learning and Culture Examining Committee: Laurie Ford, Associate Professor, Educational and Counselling Psychology and Special Education, UBC Supervisor Barbara Weber, Associate Professor and Chair, Interdisciplinary Studies, UBC Supervisory Committee Member George Belliveau, Professor, Department of Language and Literacy Education, UBC University Examiner Suna Eryigit-Madzwamuse, Associate Professor, Educational and Counselling Psychology and Special Education, UBC University Examiner Christine Massing, Associate Professor, Early Childhood Education, University of Regina External Examiner Additional Supervisory Committee Members: Anthony Clarke, Professor Emeritus, Curriculum and Pedagogy, UBC Supervisory Committee Member iii Abstract Globally, supervised, direct experiences in teaching provided for pre-service teachers have been increasingly advocated for. The practicum component of teacher education programs has been widely recognized by teachers as the most significant experience of their learning to teach process. Although pre-service teachers, cooperating teachers and university …
has type: Thesis/Dissertation
date issued: 2024-11
is shown at: 10.14288/1.0444080
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Ford, Laurie
type: Text
identifier URI: http://hdl.handle.net/2429/88567