The Implications Of Self-Help-Explorative Supervision For The Professional Development Of Teachers In An Efl Setting
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Date
1997-06
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AAU
Abstract
The maj or obj ecti ve of this study was to see how
working with 'self-help-explorative supervision' as
applicable to teachrs in an EFL setting could provide them
with opportunities for professional development and change
in classroom practice. Two teaching behaviours, that is,
questioning and treatment of errors were, therefore,
selected as appropriate basis for promoting the experience.
The data was then interpreted using the statistical
method of percentile distribution, displayed in tables.
Findings seem to reve-l that the majority of the participants
in the study changed aspects of their teaching behaviour
within the three cycles of experience on each behaviour. The
change, however, was not the same for all teachers , as some
apperared to change more rapidly than the others.
The qualitative findings seem to show that t he
interaction generated during the post-observation
discussions was highly supportive. The descriptive data
obtained from the observation of one's own teaching was also
seen as useful-by the participating teachers.
Moreover, interview comments gi ven by the teachers
reveal that they have found the experience as an appropriate
direction of change. The experience itself has been found to
be enjoyable to all of them, too.
In general, both the quantitative and qualitative
findings do seem to suggest that this practice has paved the
way for the participating teachers to begin to see the
direction of professional development . This could possibly
suggest the potential benefits of the 'self-help' view of
supervision for teachers. Therefore it deserves due
attention if teachers of English are to develop
professionally
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Keywords
how working with 'self-help-explorative supervision