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Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors
Action in Teacher Education
  • Rebecca W. Burns, University of South Florida
  • Bernard Badiali
Document Type
Publication Date
  • instructional supervision,
  • supervision in teacher education,
  • professional development schools,
  • clinical pedagogy of supervision,
  • pedagogical skills of supervisors
Digital Object Identifier (DOI)
Instructional supervision is a highly complex endeavor as supervisors work to enhance teacher, teacher candidate, and school effectiveness. The process of learning to supervise well can be daunting and difficult. Recent research on teaching has focused on enhancing teachers’ ability to notice or observe aspects of teaching and student learning. The ability to assist teacher candidates to “notice” and observe is equally important when supervising them. This qualitative case study builds upon the research on teaching and on supervision. It illustrates that “noticing” is one of a constellation of pedagogical skills supervisors use to support the learning of others. In addition, the authors identify six other pedagogical skills including ignoring, marking, intervening, pointing, unpacking, and processing. Further defining these skills is useful for understanding the intricacies of clinical pedagogy in instructional supervision. The results of this study suggest that supervision in clinically rich contexts is a pedagogical or teaching function which extends beyond traditional conceptions of observation and feedback.
Citation / Publisher Attribution

Action in Teacher Education, v. 38, issue 2, p. 156-174

Citation Information
Rebecca W. Burns and Bernard Badiali. "Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors" Action in Teacher Education Vol. 38 Iss. 2 (2016) p. 156 - 174
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