Human Relations in Instructional Supervision: EFL Trainees’ Appraisal of a TEFL Practicum

Abstract

Instructional or educational supervision is a valuable training tool that can be used to support pre-service teacher education. When it is well implemented, it helps student teachers develop self-awareness, self-assessment and self-reflection skills. This study explores a group of 18 Beninese EFL trainees' perceptions of instructional supervision and their practicum experiences. It also examines the nature of the relations between them and their supervisors. A mixed method research design is used for the study. The data are collected through three instruments: a questionnaire addressed to the participant EFL trainees, the written records of their practicum experiences, and a follow-up interview to 6 of them who are randomly selected. The findings reveal a lot of discrepancies between the type of supervision they expected and the one they experienced during the practicum. Some useful suggestions are discussed to contribute to a better understanding of the supervisory process and the role of the supervisor in a practicum.

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

“…Collegial discussion, also named collegial supervision, can create an environment that allows supervisors and supervisees to help each other to improve the teaching competence of the teachers. For this reason, types of supervision that emphasize collegiality, such as workshops, training, or seminars, are very effective in improving teachers' teaching competence [33,34].…”