Facilitating In-Service English Language Teacher Trainees’ Supervision through Written Feedback: Action Research

Al-Wadi, Hasan Mohsen

doi:10.5539/ies.v11n9p1

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…On the other hand, some research work reported the empirical superiority of written feedback. An example of this is the study of Al-Wadi (2018), which established that university supervisors who used written feedback were able to reinforce in-service teachers running postgraduate diplomas in education on practicum in Bahrain. The choice of analyzing written feedback is that of convenience as far as this study is concerned.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Analysis of supervisor’s written feedback addressing pre-service science teachers’ pedagogical content knowledge during teaching practice

Omilani,

Ogbonna

2023

EURASIA J Math Sci Tech Ed

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The feedback received during teaching practice (TP) has a lasting impact on pre-service teachers’ teaching knowledge and practice among the learning experiences of the teacher education program. This study analyzed written feedbacks offered by supervisors to pre-service science teachers (PSTs) (biology, chemistry, physics, health education, and mathematics) during TP observation generally, but with particular attention to those addressing pedagogical content knowledge (PCK). The study adopted a phenomenological design of qualitative research and written feedback in 40 PSTs’ lesson notes were analyzed using deductive thematic analysis. Apart from the few written feedback related to PCK, some were not specifying the teaching knowledge or practice they intend to correct or affirm. Majority of the written feedback addressed general pedagogical knowledge. The written feedback related to PCK was more generic to the science discipline than topic-specific. Conceptual teaching strategies and representation were the components of PCK addressed in the feedback. Based on the findings, it was recommended that the college supervisor should avoid offering feedback that specifies no direction of improvement during the supervision of PSTs during practicum.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Analysis of supervisor’s written feedback addressing pre-service science teachers’ pedagogical content knowledge during teaching practice

Omilani,

Ogbonna

2023

EURASIA J Math Sci Tech Ed

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“…Teachers might use feedback to reflect on what happened during the teaching-learning process. Al-Wadi (2018) and Lochmiller (2016) believe that feedback should not be a formality, but should serve as a guide for instructional improvement when it is given genuinely. In the same way, feedback (whether formal or informal, written or oral) should concentrate on observations instead of opinions.…”

Section: Feedbackmentioning

confidence: 99%

The Supervision of English Language Teachers in Public Secondary Schools in Kenya: A Critical Role of Heads of English Department

Barasa

Onchera

Okari

2022

JEP

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Purpose: The study assessed the role of heads of English department in the supervision of English language teachers in public secondary schools in Kakamega county, Kenya among other objectives. Supervision is key in enhancing learning-teaching experiences. In order to ensure better supervision of English language teachers, the heads of English department should play a key role in supervision. When their roles are not carried out efficiently, the teachers may not reach their full potential and learners may underperform. In Kenya, there is no official supervision approach that is exclusively used for supervising teachers of English in secondary schools, which means that teachers of English are not being effectively supervised, and this leads to negative impact on curriculum delivery. Methodology: This article is based on the research study done in Kakamega County, which explored English Language Teachers` opinions about the usefulness of Collaborative Peer Supervision (CPS) approach in enhancing Teacher Effectiveness in the teaching of English Language in public secondary schools in Kenya. The study adapted the Convergent Mixed Methods Research Design, where, 25 heads of English department were purposively sampled from the 417 public secondary schools in Kakamega county, and were interviewed using a researcher-developed in-depth interview schedule. Data collected was thematically analyzed using NVIVO12 Software. Findings: The results revealed that, the major supervisory roles of HODs currently, is administrative i.e., supervision of curriculum implementation at the departmental level, conducting teacher appraisals, and general management of departmental issues. This is formal supervision through the Teacher Performance Appraisal and Development (TPAD) tool, which is the current supervisory approach, recognized by the Teachers` Service Commission (TSC), the teachers` employer in Kenya. The study also revealed that HODs are not fully sensitized about other key supervisory roles that they should play, in accordance with the literature. The results were presented thematically, by way of verbatim quotes as expressed by the participants` responses, and researcher commentaries. Unique Contribution to theory, practice and policy: The study concluded that teachers of English in public secondary schools in Kenya, are not being effectively supervised because the HODs are not fully sensitized about their full supervisory roles. The study recommends the development of capacity building programs on supervisory roles for HODs through workshops and seminars, and the introduction of CPS as a complementary supervision approach for supervising teachers of English in secondary schools, in which HODs will take the centrality of guiding supervision in their departments. This should guarantee the delivery of high-quality instruction.

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“…A study conducted by Al-Wadi (2018), shows that when a teacher uses positive reinforcement coupled with consistent disciplinary consequences, pupils' behavior improves. It is important to note that learners know what is expected of them.…”

Section: B Managing Classroom Behaviormentioning

confidence: 99%

Classroom Management Strategies among Basic School Teachers: Toward Holistic Teacher Education

Owusu-Addo

2022

EJEDU

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There have been cases when students depict unacceptable behavior traits, which need to be managed by teachers during instructional hours. Using Wolfgang and Glickman Teacher’s Behavior Continuum as the theoretical framework, this study reports classroom management strategies among basic schoolteachers and their implications for teacher education in Ghana. Descriptive research design and a quantitative approach were used; questionnaire was used to gather data from the respondents. One hundred and five (105) teachers were selected using simple random sampling technique. Validity and reliability of the research instrument were tested using expert judgement and Cronbach’s alpha, respectively. Descriptive statistics (means and standard deviations) were used in the analyses of the research questions. The findings were that the majority of teachers used a teacher-centered approach. It was also discovered that teachers had difficulty in managing some disruptive student behaviors, as the most prevalent disruptive behavior exhibited by students was noise making. Some teachers also agreed that once the classroom environment is conducive, it makes teaching easier because the teacher gets the full attention and concentration of students. Teachers should set example for students by acting appropriately at all times; especially, in the classroom. It was recommended, among other things, that teachers pay extra attention to the special needs of students and encourage them to behave in the classroom. While holistic education is governed by a single underlying principle, teachers need to use a variety of approaches and strategies to foster a holistic learning culture.

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Facilitating In-Service English Language Teacher Trainees’ Supervision through Written Feedback: Action Research

Cited by 4 publications

References 6 publications

Analysis of supervisor’s written feedback addressing pre-service science teachers’ pedagogical content knowledge during teaching practice

Analysis of supervisor’s written feedback addressing pre-service science teachers’ pedagogical content knowledge during teaching practice

The Supervision of English Language Teachers in Public Secondary Schools in Kenya: A Critical Role of Heads of English Department

Classroom Management Strategies among Basic School Teachers: Toward Holistic Teacher Education

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