Developmental Supervision: Supporting Psychological and Pedagogical Growth of Pre-service Teachers

Though induction into the teaching profession is typically considered a process that begins with a teacher’s first year of teaching, a broader view is needed. The National Council on Teacher Quality identifies student teaching as a critical opportunity to "produce the most effective first-year teachers as possible" (2011, p.7). Mentor teachers play a critical role in this process as they provide both psychological support and instruction-related support to student teachers, but a focus on teacher development is critical. This session identifies the conditions necessary for developmental growth and examines how university and school partners can work together to offer successful developmentally appropriate teacher education programs.

Duke Scholars

Author Susan Wynn Education