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|Title: ||AN EXPLORATION OF THE SUPERVISORAN SUPERVISORY PROCESS OF THE ELT PRACTICUM AT BAHIR DAR UNIVERSITY|
|Authors: ||Awoke, Mesfin|
|Advisors: ||Dr. Awol Endris|
|Copyright: ||2002 |
|Date Added: ||19-Apr-2008 |
|Publisher: ||Addis Ababa University|
|Abstract: ||The study reported here is an exploration made on the supervisory process of
the ELT practicum at Bahir Dar University. It mainly focused on the revelation of the
ways in which the student teachers had been encouraged to acquire professional
expertise during the practicum. In an attempt to do this, other related issues were
also addressed. First, as supervisory conference is the forum for whatever a
supervisor does to his/her supervisee, issues pertaining to it were dealt with in the
study. Second, since the kind of roles assumed by the supervisors and their
supervisees has a lot to do with the kind of help provided by the supervisors, an
attempt was made to divulge the roles played by the two parties. Third, the studentteachers'
reactions to the kind of help provided by the supervisors were addressed in
In order to achieve these objectives, data were collected during the 2001/2002
ELT practicum of the university. The data were drawn through questionnaires,
journals/diaries, audiotape recordings, and interviews. The data obtained through
these tools were then analyzed and the following results were noted.
First, concerning supervisory conferences, it was found that the great majority
of the supervisors and their supervisees had held supervisory conferences and thus
had the forum for discussion, whatever the nature of the discussions might be. Even
though the arrangement of supervisory conferences appeared to be an encouraging
finding, certain inadequacies pertaining to kind, duration, and timing were observed
in the arranged conferences.
Second, the study indicated that the majority of the supervisors had assumed a
'directive' kind of role during the practicum. Consequently, working with supervisors
who had assumed a 'directive' supervisory role, the student teachers were found to be
passive and reactive in the course of the practicum.
Third, it was found that in the course of helping student teachers to acquire
professional expertise, a tendency to emphasize teaching as craft was not observed.
Instead, the practicum was found to be based on the view of teaching as an applied
science. In line with the motto of the applied science model, that Ur (1992:57) puts
as "learn-the- theory-and-then-apply-it", the student teachers were merely
encouraged to transform the theoretical knowledge they have into a practical one.
There was a failure, during the practicum, to foster reflective teaching skills in the
student teachers. In their prescriptive approach, the supervisors were found to have
denied the student teachers the opportunity to explore and reflect upon their own
practices during their student teaching. Contrary to what their supervisors did, the
student teachers tended to prefer the kind of help described under the reflective
model to those described under the craft and the applied science models.
Finally, some suggestions were forwarded. Particularly, it was suggested that
through seminars and workshops addressing the practicum run by the Department,
teacher educators reassess the assumptions underlying their practices in the course
of helping prospective teachers to acquire professional expertise during the
|Description: ||A thesis presented to the School of Graduate Studies,
Addis Ababa University.
In partial fulfillment of the requirements for the Degree of Master of Arts in
Teaching English as a Foreign Language (TEFL).|
|Appears in:||Thesis - Teaching English as a Foreign Language|
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