When Supervision Is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor

Burns, Rebecca West; Badiali, Bernard

doi:10.1080/01626620.2015.1078757

Cited by 36 publications

(27 citation statements)

References 19 publications

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“…Research has also been recently conducted on the supervision process from the viewpoint of teachers being observed. The teachers' attitudes towards observers' practices was generally negative, and teachers were not satisfied with these practices (Ochieng and Borg, 2011;Kayaoglu, 2012;O'Pry and Schumacher, 2012;Rebecca and Badiali, 2015;Lubis, 2017).To shed light on teachers' perceptions of supervisors' observation practices and its impact on their teaching, Ochieng and Borg (2011) investigated the process of supervision and its influence on English language teachers. The study revealed that the feedback teachers received was mainly evaluative, directive and general.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

“…They believe many observers mainly criticized their performance, which would negatively affect their self-confidence. Another study by Rebecca and Badiali (2015) examined teachers' perceptions of supervisory practices in a school context. The results revealed that that teachers felt distressed, disconnected, and disempowered.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

“…To many of the teachers observed, observation had no pedagogical or professional value. Teachers could have a positive attitude towards the appraisal system if they received timely feedback and provided with opportunity for self-reflection (Ochieng and Borg, 2011;Kayaoglu, 2012;O'Pry and Schumacher, 2012;Rebecca and Badiali, 2015;Lubis, 2017).…”

Section: Review Of Related Studiesmentioning

confidence: 99%

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Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Tawalbeh

2020

International Journal of Education and Practice

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This paper investigated the instructors' perceptions of supervisors' classroom observation practices at Taif University English Language Center (TUELC) in the second semester of the 2018-2019 academic year. The researcher attempted to answer two questions. The first investigated the instructors' perceptions of supervisors' classroom observation practices. The second question investigated the instructors' suggestions for better practices by supervisors. A 4-Likert scale questionnaire was used to gather data from fifty nine instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation, frequencies, and percentages. The results showed that the instructors were generally satisfied with the supervisors' classroom observation practices. However, some had certain concerns regarding some observation practices to be considered for further action of improvement. In addition, the instructors had several suggestions for better practices implemented by supervisors. The most important of these was the suggestion to conduct peer observation. Based on the results, the researcher drew several conclusions and recommendations. Contribution/Originality: This study contributes to the existing literature by adopting the collaborative approach of supervision following the proposed observation guidelines. Adopting this approach can contribute to changing the negative perceptions instructors have regarding classroom observation in terms of the evaluative nature of the current authoritative practices implemented by supervisors.

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Section: Review Of Related Studiesmentioning

confidence: 99%

Section: Review Of Related Studiesmentioning

confidence: 99%

Section: Review Of Related Studiesmentioning

confidence: 99%

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Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Tawalbeh

2020

International Journal of Education and Practice

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“…There have not been a great many articles focused directly on instructional supervision published in this decade. Examples include articles on prospective supervisors in a professional learning community focused on equity (Jacobs & Yendol-Hoppey, 2010), supervision and evaluation (Burns & Badiali, 2015;Mette et al, 2017;Mette & Riegel, 2018), the art of dialogue in supervision (Kelehear, 2010), solution focused strategies in clinical supervision (McGhee & Stark, 2018), strength-based coaching in supervision (Haberlin, 2019), and supervision of curriculum development (Gordon, 2019). Additional examples include articles on supervision and culturally relevant teaching (Willey & Magee, 2019), tasks and practices of preservice teacher supervision (Burns, Jacobs, & Yendol-Hoppey, 2016a), the pedagogical skills of supervisors (Burns & Badiali, 2016), reform in preservice teacher supervision (Burns, Jacobs, & Yandol-Hoppey, 2016b), elementary preservice teacher supervision (Jacobs, Hogarty, & Burns, 2017), and the state of the field of supervision (Glanz, 2018;Glanz & Hazi, 2019).…”

Section: The Scholarship Continuesmentioning

confidence: 99%

Educational Supervision: Reflections on Its Past, Present, and Future

Gordon¹

2019

JES

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The author shares summaries of the supervision literature along with personal reflections and recommendations to discuss supervision's past, present, and future. Topics from the past include the heyday of clinical superevision, the University of Georgia's Department of Curriculum and Supervision, important concepts introduced by supervision scholars, and groups associated with supervision. Consideration of the present encompasses current scholarship, other recent influences on supervision, and the resurgence of the Council of Professors of Instructional Supervision (COPIS). The part of the article on supervision's future consists of hopes and recommendations for the future, with discussions of the Journal of Educational Supervision as well as recommendations for political action, teacher leadership, and fully functioning professional development schools. The author also recommends an expanded COPIS as well as partnership among scholarly groups focused on educational supervision, school districts and schools, and supervision scholars from around the world.

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“…Teacher education as a field has embraced the idea that a clinically-based teacher education will better support teacher candidate learning and the learning of their future preK-12 students (AACTE, 2018;NCATE, 2010). Likewise, teacher education scholars have emphasized the importance of learning to teach well in clinical practice (Darling-Hammond, 2014) and identified the role of supervisor and the practice of supervision as the observation and feedback that takes place within clinical practice (Burns & Badiali, 2015;Burns, Jacobs, & Yendol-Hoppey, 2016). Clinical supervisors are often charged with the observation and evaluation of teacher candidatesthose in preparation programs studying to become teachers (referred to hereafter as "candidates").…”

Section: Introductionmentioning

confidence: 99%

Scaffolding Development of Clinical Supervisors: Learning to be a Liaison

Snow¹,

Carter²,

Dismuke³

et al. 2020

JES

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Teacher education as a field has embraced the idea that clinically-based teacher education will better support teacher candidate learning and the learning of their future preK-12 students (AACTE, 2018; NCATE, 2010). Likewise, teacher education scholars have emphasized the importance of learning to teach well in clinical practice (Darling-Hammond, 2014). We five women teacher educators engaged in a collaborative self-study to investigate our different perspectives and our institution's hope for mentoring and preparing new liaisons. Our collaborative self-study focused on the research question: What are the key factors that play a part in influencing the developmental trajectory of a liaison? Through a collaborative self-study of our clinical supervision work as university liaisons, we identified the importance of community toward developing agency as teacher educators. Our year-long self-study involved journaling about our liaison experiences and our developmental trajectory in becoming teacher educators across time and multiple contexts.

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When Supervision Is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor

Cited by 36 publications

References 19 publications

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Educational Supervision: Reflections on Its Past, Present, and Future

Scaffolding Development of Clinical Supervisors: Learning to be a Liaison

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