The Principles and Practices of Supervision That Supports the Development of Inclusive Teacherhood

Abstract

In this study, the purpose was to study what kind of supervision supports inclusive teacherhood the best. Inclusive teacherhood means a teacher's professional development and the school culture's change toward participatory school for all students. The study investigated the perceptions of supervisors with a teaching background. This was a qualitative research in which the data were obtained using the focus-group interview method. The interviews were conducted in five places in Finland. The analysis involved a combination of phenomenography, particularly the application called the variation theory, and the classic analysis of the focus-group research method. According to the findings, supervision that supports inclusive teacherhood can be viewed from two wide perspectives that represent its special features. They are the principles of supervision and the practical execution and special methods of supervision that differ from other mentoring forms. The principles of supervision are awareness of similar methods, careful planning of supervision, regularity, and long-term duration. The special practices of supervision are varied methods, attention to the supervisees' needs, and appreciation of the supervision process. At its best, supervision supports inclusive teacherhood by supporting and empowering teachers' in their work.

Rethinking teacher training from an inclusive and community dialogical perspective

“…We can conclude that the teachers have relevant experience in terms of supervision (SHEI 52.6% [n=20] and CTHEI 47.4% [n=27]) but they consider that in the area of special education their specific training is scarce and should be increased (SHEI 81.6% [n=31]; CTHEI 68.4% [n=39]) (Morgado et al, 2017). The primary shortcoming was the lack of preparation for higher education teachers to take on supervisory roles (Alila, Uusiautti, & Määttä, 2016;Markelz, Riden, & Scheeler, 2017). Hence, they were not able to assist with theoretical preparation which is a crucial practice for trainee students nor could they increase awareness because they lacked this knowledge.…”

Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana

“…In explaining how these principles work, Leeper et al (2010, p. 21) state that supervisors "sometimes be the leader and sometimes be the follower-roles that shift as needs change and know[ing] when these shifts need to occur." With regard to the supervisee-teachers, Alila et al (2016) emphasize the important attribute of adopting the role of a learner, which requires their dedication as life-long learners. See Taylor et al (2022) for illustrated details about how these aspects collectively contributed to successful outcomes in teachers' professional growth and development.…”

“…This is no longer the status quo of the workforce. The supervision process could allow for tailored and needs-based instead of a one-size-fits-all approach (Alila, 2016;Kale & Selmer, 2014;Macias, 2017;Palandra, 2010). Senior teachers, especially the holders of bachelor's degree level qualifications, viewed this as a requirement.…”

ICT in inclusive education by AI blockchain technology

“…It protects personal information from unauthorized interference. It avoids the routine work of analyzing the dynamics of different aspects of a child's development, provides a holistic approach to the child and enables optimal solutions to biopsychosocial support for the child [2,13].…”