Book contents
- The Cambridge Handbook of School–University Partnerships
- The Cambridge Handbook of School–University Partnerships
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I The History and Conceptual Foundations of School–University Partnerships
- Part II Teachers and Learning to Teach in School–University Partnerships
- Introduction to Part II: Teachers and Learning to Teach in School–University Partnerships
- 10 Love Letters and Freedom Dreams
- 11 Community as Classroom
- 12 Making Space for Teacher Agency
- 13 Centering the Complex Role of School-Based Teacher Educators in Professional Development Schools
- 14 Teacher Candidate Supervision as Praxis
- 15 Developing a Responsive Framework in School–University Partnerships
- 16 Commentary: School–University Partnerships
- 17 Commentary: Teachers and Learning to Teach in School–University Partnerships
- Part III Equity and Student Learning in School–University Partnerships
- Part IV Leadership in School–University Partnerships
- Part V Community Schools as School–University Partnerships
- Part VI Inquiry and Innovation in School–University Partnerships
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Index
- References
14 - Teacher Candidate Supervision as Praxis
The Keystone to Creating School–University Partnerships for Educational Renewal
from Part II - Teachers and Learning to Teach in School–University Partnerships
Published online by Cambridge University Press: 05 November 2025
Edited in association with
Book contents
- The Cambridge Handbook of School–University Partnerships
- The Cambridge Handbook of School–University Partnerships
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I The History and Conceptual Foundations of School–University Partnerships
- Part II Teachers and Learning to Teach in School–University Partnerships
- Introduction to Part II: Teachers and Learning to Teach in School–University Partnerships
- 10 Love Letters and Freedom Dreams
- 11 Community as Classroom
- 12 Making Space for Teacher Agency
- 13 Centering the Complex Role of School-Based Teacher Educators in Professional Development Schools
- 14 Teacher Candidate Supervision as Praxis
- 15 Developing a Responsive Framework in School–University Partnerships
- 16 Commentary: School–University Partnerships
- 17 Commentary: Teachers and Learning to Teach in School–University Partnerships
- Part III Equity and Student Learning in School–University Partnerships
- Part IV Leadership in School–University Partnerships
- Part V Community Schools as School–University Partnerships
- Part VI Inquiry and Innovation in School–University Partnerships
- Part VII Funding, Policy, and the Politics of School–University Partnerships
- Part VIII Looking at School–University Partnerships across Geographic and Cultural Borders
- Index
- References
Summary
The National Council for Accreditation of Teacher Education (NCATE) call to “turn teacher education upside down” was a catalyst in teacher candidate preparation to center clinical experiences and increase collaboration between schools and universities (NCATE, 2010). We argue that clinical practice can do more than prepare quality teachers; it has the potential to transform the systems of education that comprise the School–University partnership. In answering the question, what is the function of teacher candidate supervision in creating and sustaining School–University partnerships, we offer a reconceptualization of supervision as praxis, taking a knowledge-of-practice (Cochran-Smith & Lytle, 1999) approach supervision. To actualize this approach, supervisors of candidates must develop inquiry as stance (Cochran-Smith & Lytle, 1999) and support the development of an inquiry stance within the candidates, mentors, and other supervisors. Teacher candidate supervision could generate a simultaneous renewal of P-12 schools and institutions of higher education in School–University partnerships if actualized as praxis.
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- The Cambridge Handbook of School–University Partnerships , pp. 231 - 250Publisher: Cambridge University PressPrint publication year: 2025
References
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