Student TeachingReflective and Supervisory Tactics to Enhance

Pre-service Teacher Experience

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by Forrest Bleinberger

Goals of Presentation

• Identify the roles within the supervisory chain of command

• Define the roles within the supervisory chain of command

• Breakdown the situated learning model of supervision

• Define and breakdown Donald Schön’s two models of reflection

• Discuss Tsangaridou and O’Sullivan’s findings on reflective strategies amongst pre-service physical education teachers

• Application of these reflective practices in the student teaching placement

Supervisory Chain of Command

Student Teaching Coordinator—Dr.

HarveyUniversity Supervisor—Phil Liversedge // Cooperating Teacher—Mrs. Arbogast

(MHS) & Mr. Garber (WES)

Pre-service Teacher Candidate—Forrest Bleinberger

Supervisory Chain of Command—roles defined

• Student Teaching Coordinator—oversees the entire operation; will become directly involved in “critical moments” (either good or bad)

• University Supervisor—liases with student, teacher, school and MUSE; gives regular written and verbal feedback to student; acts as a mentor for the student

• Cooperating Teacher—provides: professional support and encouragement; access to school policies and resources; verbal and written feedback to student

• Pre-service Teacher Candidate—plans and implements lessons and/or programs; critically reflects on practice; actively participates in all aspects of school life; takes responsibility for their own learning; displays a professional approach to all aspects of school experience

Donald Schön’s Models of Reflection (1993)

• Reflection-in-action• Works on getting to the bottom of what is happening in the

experiencer’s processes, decision-making and feelings at the time of the event or interaction.

• Reflection-on-action• Works of sifting over a previous event to take into account new

information or theoretical perspectives available in conjunction with the experiencer’s processes, feelings and actions.

Schön’s Reflection-in-Action (1993)

Action

Schön’s Reflection-on-Action

“Using Pedagogical Reflective Strategies to Enhance Reflection Among Pre-service Physical Education

Teachers”

• Study conducted by Niki Tsangaridou and Mary O’Sullivan of OSU in 1994

• Three major conclusions:• The act of reflection can be a learned enterprise that can lead to

professional growth and development

• Prospective teachers placed asymmetrical emphasis on the focus of reflection, since the focus of reflection was mostly dominated by technical issues of teaching as distinct from situational and sensitizing issues

• The supervisory process is critical in promoting pre-service teachers’ reflective capabilities

Applying Reflection Practices to Our Student Teaching Placements

• Each day and even each period will be a new learning experience for us in our student teaching placements

• Our undergrad prepares us in pedagogical practices and tactics and content development but NOT how to be a teacher—this is where we must learn to utilize reflection to grow to become the best possible pre-service teacher

• Reflection at the end of the day will be needed to decompress and plan for the next day

• Through reflection we avoid plateauing and continue to “build the steps” toward the ultimate goal of becoming the best possible teacher we can be

Questions?

References

• Harvey, Stephen. “Models of Supervision/Reflection.” 2014. Powerpoint.

• Tsangaridou, Niki, and Mary O'Sullivan. "Using Pedagogical Reflective Strategies to Enhance Reflection Among Pre-service Physical Education Teachers." Journal of Teaching in Physical Education 33rd ser. 14.13 (1994): 13-33. Web.