Facilitating Professional Development Through the Study of Supervision and Institutional Change

Millwater, Jan; Wilkinson, Merv; Yarrow, Allan

doi:10.1080/0305763960220105

Cited by 7 publications

(3 citation statements)

References 6 publications

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“…Thus, under this strategy, implementing change should not be directed to the change 118 T. Semela target alone, but as Quinn and Sonnenshein (2008) suggest, both the target and the change agent should undergo some kind of training by experts or other change agents. Due to this peculiar character, the normative-re-educative strategy is bound to represent a successful educational reform (Millwater, Wilkinson, & Yarrow, 1996).…”

Section: Paradigms Of Educational Reformsmentioning

confidence: 99%

Teacher preparation in Ethiopia: a critical analysis of reforms

Semela

2014

Cambridge Journal of Education

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The purpose of this article is to provide a more comprehensive picture of teacher preparation in Ethiopia on top of a closer scrutiny of current teacher education reforms. In particular, it presents teacher education within the context of policy implementation over the last six decades by highlighting key reforms and how these reforms impacted the education system in general and the teaching profession in particular. In analysing why and how the policy reforms took place, the paper draws on Chin and Benne's strategies of change management and the world system theories. Further, based on government statistics, official policy documents, and observations, the paper argues that the series of policy interventions were short of addressing the challenges of teacher preparation, including maintaining minimum quality standards, though the sector's expansion has had favourable impact on educational access and bridging regional and gender disparities.

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Section: Paradigms Of Educational Reformsmentioning

confidence: 99%

Teacher preparation in Ethiopia: a critical analysis of reforms

Semela

2014

Cambridge Journal of Education

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“…Nursing, social work and teaching literature includes course descriptions emphasising understanding – the concept and purposes of supervision; trainee’s training; structure and types of supervision including use of supervision contracts; giving and receiving criticism; counselling skills and interpersonal dynamics 126 . 156 –163…”

Section: Supervisor Training and Its Effectivenessmentioning

confidence: 99%

Effective supervision in clinical practice settings: a literature review

2000

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Context Clinical supervision has a vital role in postgraduate and, to some extent, undergraduate medical education. However it is probably the least investigated, discussed and developed aspect of clinical education. This large-scale, interdisciplinary review of literature addressing supervision is the ®rst from a medical education perspective.Purpose To review the literature on effective supervision in practice settings in order to identify what is known about effective supervision. ContentThe empirical basis of the literature is discussed and the literature reviewed to identify understandings and de®nitions of supervision and its purpose; theoretical models of supervision; availability, structure and content of supervision; effective supervision; skills and qualities of effective supervisors; and supervisor training and its effectiveness.Conclusions The evidence only partially answers our original questions and suggests others. The supervision relationship is probably the single most important factor for the effectiveness of supervision, more important than the supervisory methods used. Feedback is essential and must be clear. It is important that the trainee has some control over and input into the supervisory process. Finding suf®cient time for supervision can be a problem. Trainee behaviours and attitudes towards supervision require more investigation; some behaviours are detrimental both to patient care and learning. Current supervisory practice in medicine has very little empirical or theoretical basis. This review demonstrates the need for more structured and methodologically sound programmes of research into supervision in practice settings so that detailed models of effective supervision can be developed and thereby inform practice.Keywords Clinical clerkship, methods; education, medical, *methods; education, medical, graduate, methods; preceptorship, *standards, methods; rev academic 2 . Medical Education 2000;34:827±840Clinical supervision has a vital role in postgraduate medical education and, to some extent, undergraduate medical education and yet it is probably the least investigated, discussed and developed aspect of clinical teaching. The purpose of this paper is to review the literature on effective supervision in practice settings to identify what is known about effective supervision

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“…Developing teacher professional competence means to develop their knowledge, attitudes, skills, aspirations, and behavior, in turn can improve student learning outcomes (Guskey, 2000;Walter et al, 1996;Borko, 1995).…”

Section: Teacher Competencementioning

confidence: 99%

Inhibiting Factor of Primary School Teacher Competence in Indonesia: Pedagogic and Professionalism

Setiawan¹,

Sitorus²,

Natsir³

2018

ASS

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The study aims to describe inhibiting factors of pedagogic and professional competencies from primary school teacher, as well as its problems. Primary data obtained through interviews on focus group discussion, and secondary data obtained through document. Research informants are teachers, principals, head of Education Department, head of District Staffing Agency, and head of District Planning and Development Agency. Data were analyzed descriptively. Result shows that there were four inhibiting factors of teacher competence, such as: inadequate school infrastructure; teacher educational qualification was low; implementation of teacher training was ineffective; and lack of government attention in reward for outstanding teachers.

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Facilitating Professional Development Through the Study of Supervision and Institutional Change

Cited by 7 publications

References 6 publications

Teacher preparation in Ethiopia: a critical analysis of reforms

Teacher preparation in Ethiopia: a critical analysis of reforms

Effective supervision in clinical practice settings: a literature review

Inhibiting Factor of Primary School Teacher Competence in Indonesia: Pedagogic and Professionalism

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