Clinical Supervision Model in Teaching Practice: Does it make a Difference in Supervisors' Performance?


GÜRSOY E. , SALİHOĞLU U. M. , Kesner J.

AUSTRALIAN JOURNAL OF TEACHER EDUCATION, vol.41, no.11, pp.61-76, 2016 (Journal Indexed in ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 41 Issue: 11
  • Publication Date: 2016
  • Doi Number: 10.14221/ajte.2016v41n11.5
  • Title of Journal : AUSTRALIAN JOURNAL OF TEACHER EDUCATION
  • Page Numbers: pp.61-76

Abstract

In search for better practices there has been a plethora of research in preservice teacher training. To contribute to the literature, the current study aims at investigating teacher trainees' and cooperating teachers' views about the performance and contribution of supervisors during teaching practice after using Clinical Supervision Model. Experimental in design, the study gathered both qualitative and quantitative data from participants in the experimental (n= 108 CT; n= 191 TT) and control (n= 32 CT; n= 100TT) groups. The findings revealed that there are statistically significant differences in participants' evaluations of their university supervisor in favor of the experimental group, suggesting the implementation of Clinical Supervision Model for teaching practice.