Clinical Supervision Model in Teaching Practice: Does it Make a Difference in Supervisors’ Performance?

Gürsoy, Esim; Kesner, John E.; Salihoğlu, Umut M.

doi:10.14221/ajte.2016v41n11.5

Cited by 13 publications

(15 citation statements)

References 12 publications

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“…As a result, some student-teachers do not find the approach helpful and hence take a defensive stance towards the mentor (Acheson & Gall 2003). Conversely, Gürsoy et al (2016) found out that there are statistically significant differences in participants' evaluations of their university supervisor in favour of the experimental group, suggesting the implementation of Clinical Supervision Model for teaching practice. These days, some scholars (Bozbiyik, 2017) also write about using VEO(Video Enhanced Observation) to improve teachers.…”

Section: Mentoring In Pre-service Education In Turkeymentioning

confidence: 84%

The Well-Being of Novice State School Teachers in the Mentoring Programme in Turkey: A Narrative Inquiry

Karanfil

Atay

2020

education

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In the midst of different teacher education programmes and teachers from many varied backgrounds, it is essentially necessary to provide mentoring to teachers that have just departed on a teaching career or started working in a new institution. Providing mentors for teachers is a part of their continuing professional development (CPD), and many factors such as the availability of mentors, teaching schedules, financial issues, the well-being of trainers, and in-mentoring teachers should be taken into consideration while discussing the mentoring practices. The timing and content of mentoring seminars, schools’ facilities, students’ engagement of their lesson affect the well-being of teachers’. The study conducted in Turkey with six teachers who are in their first or second year in government schools. It is found that the use of mentoring programmes and teacher involvement should be given priority when planning mentoring CPD programmes. In order to sustain the well-being of teachers, the mentoring programmes should be designed by taking into consideration such as timing and content of the seminars, physical conditions of schools, usefulness and teacher involvement which guides the well-being of the novice state school teachers.

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Section: Mentoring In Pre-service Education In Turkeymentioning

confidence: 84%

The Well-Being of Novice State School Teachers in the Mentoring Programme in Turkey: A Narrative Inquiry

Karanfil

Atay

2020

education

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“…Quality teacher education is demanding yet crucial for national development (Bhargava, 2009;Kecik, 2011;Kıldan et al, 2013). Teaching practice (TP) is one of the critical and crucial stages in professional teacher education (Belton & Woods, 2013;Kıldan et al, 2013;Magwa & Ngara, 2018;Matthews & Goh, 2011;Oppong, 2013) as the series of involvements that they go through to initiate and accord them an opportunity to orchestrate theoretical knowledge, skills, and talents into action under expert guidance by faculty members to improve on abilities (Bhargava, 2009;Gürsoy & Kesner, 2016;Karim & Gul, 2020;Kecik, 2011;Mcgee, 2014). The process involves pre-conferencing, presentation and observation, and post-conferencing (Magwa & Ngara, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This affected the duration and mode of practicum. E cient supervision requires the supervisor to have the necessary skills, content knowledge, and methodology knowledge to mentor, build and support the trainee to become a re ective practitioner (Gürsoy & Kesner, 2016;White & Stephenson, 2000).…”

Section: Introductionmentioning

confidence: 99%

Learner support and professional development during teaching practice? Should supervisors be subject specialists or any lecturers?

Jin

Banda

et al. 2021

Preprint

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Teaching practice is a precious period for final learner support. In Malawi, any faculty member could supervise teaching practice regardless of their subject specialty (scrambled model). This qualitative study assessed the impacts of this scrambled model of supervision on the quality of learner support when non-specialist faculty supervised student-teachers. Through 2 different focus group discussions, data were collected from 10 conveniently sampled practicum students, 6 practicum supervisors, and 6 coordinators from 6 purposefully selected higher teacher-education institutions. and data were analyzed qualitatively. The study revealed that student-teachers and faculty were uncomfortable with the scrambled supervision model because it led to (1) inconsistencies in pedagogical and content knowledge, (2) unfriendly environment, and (3) inadequate feedback due to varying needs in varying subject areas demands. However, they justified this model for convenience at the mercy of other constraints. Apart from contributing to the existing body of knowledge, this study suggests best practices to guide institutional policy regarding practicum to facilitate quality learner support.

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“…Bu araştırmaların her birinde paydaşların yaşamış oldukları farklı sorunların olduğu tespit edilmiş ve çözüm önerileri geliştirilmeye çalışılmıştır. Yaşanan bu sorunları azaltmak ve öğretmenlik uygulaması dersinin verimliliğini artırmak için farklı modelleri açıklayan veya deneyen araştırmalar da mevcuttur (Baltacı Göktalay vd., 2014; Bulunuz ve Bulunuz, 2016;Bütün, 2015;Elçiçek ve Bahçeci, 2016;Gömleksiz, Kan ve Öner, 2017;Gürsoy vd., 2013;Gürsoy, Kesner ve Salihoğlu, 2016;Kazu ve Yenen, 2014;Kuter, 2016;Ozan ve Odabaşı, 2016;Peker vd., 2018;Taşgın ve Küçükoğlu, 2016;Tatlı ve Bayramoğlu, 2015). Fakat öğretmen adaylarının yaşadıkları sorunların analizi doğrultusunda hazırlanmış bir programın uygulama öğretmeni eğitiminde kullanılmasını ele alan bir araştırma bulunmaması nedeniyle bu araştırmanın yapılması önemli görülmektedir.…”

Section: Uygulama öğRetmenlerinin Seçilmesi Ve Uygulama öğRetmeni Eğiunclassified

Equipping the Classroom Teachers with Mentorship Tasks and Responsibilities

Bektaş

Can

2019

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Clinical Supervision Model in Teaching Practice: Does it Make a Difference in Supervisors’ Performance?

Cited by 13 publications

References 12 publications

The Well-Being of Novice State School Teachers in the Mentoring Programme in Turkey: A Narrative Inquiry

The Well-Being of Novice State School Teachers in the Mentoring Programme in Turkey: A Narrative Inquiry

Learner support and professional development during teaching practice? Should supervisors be subject specialists or any lecturers?

Equipping the Classroom Teachers with Mentorship Tasks and Responsibilities

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