EMPIRICAL EVALUATION OF CLINICAL SUPERVISION MODEL OF SUPERVISING PRE-SERVICE TEACHERS

Autori

  • Joy-Telu Hamilton-Ekeke Dr., Department of Science Education, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria
  • Josephine Ebhesi Matthew Dr., Department of Educational Foundations, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria

Parole chiave:

teaching practice, pre-service teacher, supervision, clinical model, evaluation of teaching

Abstract

There are few empirical evidences of the effectiveness of the various teaching practice supervision models. This study is aimed to add to the dearth of empirical evidences of effectiveness of teaching practice supervision model by evaluating the clinical supervision model. Clinical supervision is a method of supervision whereby the supervisor is involved with the pre-service-teacher in a close, ‘helping, relationship’. Essentially, clinical supervision in education involves a teacher trainee receiving information from a supervisor who has observed the teacher trainee’s performance and who serves as both a mirror and a sounding board to enable the teacher trainee critically examine and possibly alter his/her own professional practice. Within the context of such supervision, ideas are shared and help is given in order to improve the teacher trainee’s ability through the analysis of objective data that is collected during the observation.

Riferimenti bibliografici

Acheson, K. A. & Gall, M. D. (2003). Clinical supervision and teacher development: Pre-service and in-service applications. John Wiley and Sons: USA.

Akpomi, M. E. (2001), Organizing Business Education. Port Harcourt: Pre-Joe Publishers.

Andabai, P. W. (2010). Learning, Organizational Learning and the Learning Organization: Concept, Theories and Models. Journal of Knowledge Management.

Beck, C., & Kosnik, C. (2000). Associate teachers in pre-service education: clarifying and enhancing their role. Journal of Education for Teaching, 26, 207–224.

Cogan, M. L. (1973). Clinical supervision. Boston: Houghton-Mifflin.

Gebhard, J. G. (1984). Models of supervision: Choices. TESOL Quarterly, 18(3), 501-51.

Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart and Winston.

Gyuse K (2006) Students perception of teachers. A factor analytic study, A paper presented in the American educational research conference 2006

Hamilton-Ekeke, J-T. (2012). Teaching practice in the professionalization of teacher education, Nigerian Journal of Curriculum and Instruction, 20(1): 41-47

Hamilton-Ekeke, J-T. (2015). Effective teaching practice: an overview, Sokoto International Journal of Counseling Psychology, 3, pp: 85-96

Hamilton-Ekeke, J-T. (2016). Evaluation of teaching practice exercise in Nigeria, European Journal Of Education Studies, 2(12): 156-164

Hopkins, W.S. & Moore, K.D. (1993). Models of Supervision, In W. S. Hopkins, & K. D. Moore, Clinical supervision : A Practical Guide to Student Teacher Supervision, Madison,Wis.: Brown & Benchmark, pp. 75-96 Available at http://engres.ied.edu.hk/s teaching/articles/9%20Summary%20of%20_Models%20of%20supervision.pdf

Mkpandiok, A. A. (2006). National Policy on Education in the light of the four policy conditions in Nigeria. International Journal of Social and Policy Issues. Vol. 4 (1 &2).

Sullivan, S. and Glanz, J. (2005). Supervision that improves teaching (2nd ed.). London: Corwin

Dowloads

Pubblicato

2018-08-20

Fascicolo

Vol 3, No 2 (2018)

Sezione

Articles

Licenza

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).