Chapter 16
Researching the Intersection of Program
Supervision and Field Placements:
Interactional Ethnographic Telling Cases
of Reflexive Decision-Making Process
Laurie Katz and Judith Green
16.1 Introduction
Today, in the US (and other countries), teacher education programs are faced with a
range of policy mandates to transform their programmatic practices in order to
enhance the development of teaching competencies by teacher-candidates infield
placements as well as those supervising these candidates. Such mandates have led
to the development of a range of research initiatives, as teacher educators seek to
study the impact of such transformations on existing teacher education programs as
well as on the candidates within those programs (e.g., Avalos 2011 ; Murray et al.
2009 ; Joram 2007 ). In this chapter, we seek to contribute to this growing body of
work by making transparent the interactional ethnographic logic of inquiry (Green,
Skukauskaite & Baker 2012 ) that is guiding, and has guided, an ongoing research
program of an early childhood teacher education program (ECTE) with PreK-3rd
grade licensure in the Midwest United States. This research program was designed
to support a reflexive process, through which the program director (Katz,first
author) sought to systematically explore the impact of particular changes being
considered within the teacher education program, before scaling the change to the
full program (e.g., Katz and Green 2012 ; Katz and Isik-Ercan 2015 ).
L. Katz (&)
Ohio State University, Columbus, OH, USA
e-mail: [email protected]
J. Green
University of California, Santa Barbara, CA, USA
e-mail: [email protected]
©Springer Nature Singapore Pte Ltd. 2017
M.A. Peters et al. (eds.),A Companion to Research in Teacher Education,
DOI 10.1007/978-981-10-4075-7_16
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