(Re)conceptualizing preservice teacher supervision through duoethnography: Reflecting, supporting, and collaborating with and for each other

Higgins, Mary Ellen; Morton, Amy E.; Wolkenhauer, Rachel

doi:10.1016/j.tate.2017.09.020

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…Collaborative teacher research or collaborative self-development often uses the characteristics of a collaborative supervision approach. The results of the study are in line with the opinions of Higgins et al (2018) who argued that emphasis on collaboration through duoethnography research allowed supervisors to reflect and not feel isolated. The results of the study show that the characteristics of the collaborative supervision approach are effective in improving teachers, especially prospective teachers and new teachers.…”

Section: Literature Reviewsupporting

confidence: 86%

The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

2021

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This study aims to examine the effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based learning in the learning process. In addition, its purpose is also to examine the impact on student learning outcomes. This study was conducted in East Java, Indonesia, with a descriptive correlational research design. The research samples were obtained in three cities, namely Malang, Blitar, and Batu, with a total sample of 146 primary education teachers. The data collection techniques used in this research were questionnaires and documentation, while the data analysis techniques used were descriptive statistics, product-moment correlation, regression and path analysis. The results show that the collaborative supervision approach and collegial supervision techniques have a significant influence on performance-based learning, but has no effect on student learning outcomes, either directly or indirectly. Performance-based learning applied by teachers strongly affects students’ learning outcomes.

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Section: Literature Reviewsupporting

confidence: 86%

The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

2021

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“…This is in line with a study in Pennsylvania proving that good supervision often leads to an increase of performance of teachers, especially novice ones (Higgins, Morton, & Wolkenhauer, 2018). The research informs that there is a significant relationship between variables of supervisors' coaching and teachers' performance.…”

Section: The Correlation Between the Supervision Coaching And Teachersupporting

confidence: 88%

Management of Madrasa: An Overview on Principals’ Managerial Skills, Supervisors’ Coaching Quality and Teachers’ Performance

Anwar

2018

Jurn. Pend. Islam

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This study aims to describe the quality of principals' managerial capabilities, supervisors' coaching quality, PAI (Pendidikan Agama Islam/Islamic education) teachers' performance in Madrasa Aliyah (equal to senior high school level), and the relationship among those three aspects. The research method used in this study is an explanatory survey that tries to connect each variable. The respondent of the research was 57 teachers of PAI in a madrasa aliyah in Pekanbaru. The data were obtained through questionnaire. To analyze the data, the study used Bivariate correlation, regression, and coefficient of determination test. Having performed the necessary statistical computations, this study found out that principals' managerial abilities, supervisors' coaching quality, and PAI teachers' performance were all categorized into sufficient. Regarding correlation, it has been proven that there was positive correlation between the teachers' performance and principals' managerial abilities, between principals' managerial abilities and supervisors' coaching quality, and between teachers' performance and supervisors' coaching quality. These results imply that there is a need of those three aspects enhancement in madrasa aliyah so that that madrasa can compete with public schools both in academic and non-academic aspects.Keywords: Madrasa, Principals' Managerial Abilities, Supervisors' Coaching Quality, Teachers' ..Performance. ABSTRAK Makalah ini bertujuan untuk memaparkan kemampuan manajerial kepala sekolah, kualitas pembinaan atasan

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“…Boehe (2016) asserts that by mentoring, research supervisors may teach their less experienced learners' information, best practices and abilities on research. Consequently, Higgins et al (2018) posit that research supervisors should use mentoring since it improves understanding of research values and has a variety of good behavioural, attitude and interpersonal benefits. For instance, more experienced research supervisors could offer less experienced learners' insightful criticism.…”

Section: How Collaborative Research Methods Assist Learners To Genera...mentioning

confidence: 99%

“…More broadly, a relatively small number of scholars have investigated whether elements of Nonaka's theory SECI or approach could lead to enhanced performance and the creation of value (Strieker et al ., 2016; Higgins et al ., 2018). Some scholars argue that the SECI approach was too generic and did not account for knowledge replication and cross-cultural transfer (Rice and Rice, 2005).…”

Section: Introductionmentioning

confidence: 99%

Applying collaborative research supervision approach in higher education

Bakokonyane,

Pansiri

2023

JARHE

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PurposeThe purpose of this study was to examine the application of the collaborative research supervision approach (CRSA) to learning projects in higher education, using socialisation, externalisation, combination and internalisation (SECI) dimensions. The study, therefore, examined how these dimensions assisted learners in Botswana's higher education to generate research knowledge.Design/methodology/approachThe study used a mixed-method research approach and exploratory research design. Purposive sampling was used to examine how the CRSA dimensions were employed in a classroom of 111 higher education learners who were carrying out research projects. Out of this population, 97 responded to a questionnaire, and 14 learners participated in a face-to-face interview. One hundred and eleven research documents produced by learners were analysed, and 42 observations were conducted.FindingsThe study found that the four dimensions of CRSA assist greatly in the development of knowledge of the research processes. This study confirms that the CRSA in higher education institutions has the potential to enhance research knowledge and skills, build learners' confidence in research, engage in learning, reduce workload, reduce the frustration of doing research and help learners complete their work in time. Learners with weak research skills easily catch up with their average-performing peers.Research limitations/implicationsIt is important to recognise the methodological limitations of this study. The study used a mixed method and a single case. As a result, the results' significance cannot be justified. Additionally, the context and methodology restrict the findings' generalisability. There is obviously potential for additional cases since this article only offers a preliminary analysis of the single case issue. Consequently, the study recommends that yet another study could be conducted to check if the approach could be used for graduate learners. Another study could also be conducted to check if the approach could be used as a supervisory approach that can provide prospects for knowledge sharing and creating learning in an organisation.Practical implicationsThe study discovered that when properly implemented, CRSA arrangement enhances research knowledge development and reduces the workload for both the supervisor and the student. When choosing this desired research supervision approach, either in terms of policy or in actual practice, it is important to take the potential for information exchange into account. This might result in improved research supervision efficacy in higher education and hence the production of better quality graduate learning projects.Social implicationsThis study recommends the use of the CRSA in higher education, so as to help learners with weak research skills, to collaboratively work with learners with high and average research skills. It also improves the quality of supervisor–learner learning relationship.Originality/valueThe research results were given to participants and respondents for approval to find out if what was written was what they said. The research results were also given to colleagues to check whether the analysis is balanced and fair and to check biases and exaggerations.

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(Re)conceptualizing preservice teacher supervision through duoethnography: Reflecting, supporting, and collaborating with and for each other

Cited by 7 publications

References 17 publications

The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

Management of Madrasa: An Overview on Principals’ Managerial Skills, Supervisors’ Coaching Quality and Teachers’ Performance

Applying collaborative research supervision approach in higher education

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