A depiction of how to implement the clinical supervision model on a preservice classroom teacher in science education

Thesis Type: Postgraduate

Institution Of The Thesis: Bursa Uludağ University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, Turkey

Approval Date: 2018

Thesis Language: Turkish


Principal Supervisor (For Co-Supervisor Theses): Mızrap Bulunuz

Co-Supervisor: Berna Coşkun Onan


As though having similar contents, applied teaching lessons substantial in training teachers are implemented in different ways. Problems due to these differences and how to make teaching practices efficient are frequently researched issues. Purpose of this study is to describe how the Clinical Supervision Model is implemented on a preservice classroom teacher in science education and what roles stakeholders have in preparing the preservice teacher to the teaching process. This study, conducted in a private school in Bursa during 2013 autumn semester, followed the principles of qualitative research. Holistic single case study design was used. A single case was specified and a holistic perception was adopted. Limitations of this single case were outlined according to experiences of the preservice teacher on science teaching during the teaching practices of CSM. The social context of the research comprises one preservice teacher, one classroom teacher, one supervisor, and the physical context comprises the school and classroom the practices took place, the room where the interviews were conducted. Data collection process was concurrent with the teaching practices. Using observation, interview and document analysis together provided method variety, eliminating the errors caused by single method use. Theoretical foundations of CSM were examined during the analysis process with a descriptive analysis approach. A deductive, gradual method was followed. First, a thematic framework was created according to the principles and cycle of CSM, then, the codes from the data set were processed with this framework. Themes of preparing, supporting the preservice teacher and roles of stakeholders were categorized, coded and were presented through visuals and direct quotations. The research showed that the Clinical Supervision Model contributes to improving science teaching, professional standards and social skills of the preservice teacher. Results of the study were compared to related literature, discussed and suggestions were given for supervisors and researchers.