Promoting a Motivation-Driven Reconceptualization of Clinical Supervision: Advancing Equitable Support for Teacher Candidates

Teacher educators are encouraged to rethink what it means to support teacher candidates’ development and P-12 students' success, including the use of equitable practices. To guide equitable, asset-based clinical experiences, supervisors must consider each candidate's individual experiences, knowledge, strengths, and weaknesses. However, to advance equitable support, supervisors must also consider teacher candidates’ motivation. This article presents how clinical supervisors can integrate research-based motivational strategies from Self-Determination Theory into three signature practices to support autonomy through voice and choice, competence through continuous learning, and relatedness through authentic connection. When applying these strategies, supervisors are encouraged to identify and address opportunities for growth within themselves while enhancing access for teacher candidates. Lastly, we discuss ways clinical supervisors can use motivation to reimagine their own practice and advance equitable support for teacher candidates.