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The Social Ecology of Supervision in an Early Field Experience
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DOI：10.1123/jtpe.2025-0274.png)
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Abstract
En 中文
Purpose: Utilizing occupational socialization theory, this study examined the social ecology of field supervision through relationships developed within the institutional triad. Method: Participants included 14 preservice teachers, eight cooperating teachers, and the three authors, who served as university supervisors. Data were collected via interviews, group discussions, autobiographical narratives, discussion prompts, and nonparticipant observation and were analyzed using a combination of inductive and deductive approaches. Results: Important disconnects existed among expectations for the field experience. Cooperating teachers lamented a lack of training, leading them to rely on their own experience having been supervised. Preservice teachers noted misalignment between the cooperating teacher's and university supervisor's priorities related to the realities and desired outcomes of teaching. Allyship among all parties was crucial for a meaningful experience. Discussion/ Conclusion: A shared technical culture of supervision is essential to avoid sending contradictory messaging to preservice teachers. Developing collaborative relationships is critical to reinforcing innovative best practices.
Keywords:
occupational socialization
physical education teacher education
cooperating teacher
instructional pyramid
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