THE EFFECTIVENESS OF CLINICAL SUPERVISION ON TECHNOLOGY TEACHER‘S PROFESSIONAL DEVELOPMENT IN JERUSALEM A CASE STUDY

Yıl 2017, Cilt: 7 , 11 - 23, 04.08.2017

Ahmad Fteiha Noor Abdawi

Öz

This study aims to investigate
the effectiveness of Clinical Supervision on Technology teacher’s professional
development in Jerusalem by attempting to answer the following key research
question: What is the effectiveness of clinical supervision on technology
teacher’s professional development in Jerusalem? The study utilized a
Qualitative Research Methodology with an analytical descriptive design. The
case study consists of a participant teacher who was chosen via a diagnostic
survey distributed to three teachers who taught technology from 5th to 12th
grade due to the difficulties that the Technology teachers faced, since the
subject is variety in content and need to apply different ways to educate. The
researchers implemented this type of supervision that consists of a cycle of
three stages: a planning session, classroom observation and a feedback session
(Gall & Acheson, 2011). The aim of the study was to change the teacher’s
viewpoint and perspective towards supervision with the aid of the following
instruments: an interview with her, at the beginning and the end of the study;
to determine her needs, and to meet these needs by using interviews and
diagnostic and observation tools as well as following upon her portfolio and
Teacher’s Journal. The researchers focused on communication methods that
supports teacher’s reflections within a relationship of fellowship, trust and
partnership. The study used four consecutive applications of the clinical
supervisory cycle following a constructivist approach to meet the teacher’s
needs. Following the feedback session, an implementation period for the
developmental practices that have been reached during the meeting was provided
along with the indicators developed qualitatively to identify the level of
progress and change. The results of the study revealed that the technical
clinical supervision model contributed effectively to the professional
development of the participant teacher. This development included communication
skills, and teaching practices as well as reflection and self-assessment
skills. In light of the study findings, relevant recommendations foe policy
making bodies were offered to improve the educational supervision in the
Palestinian education system especially in Technology subject.

Anahtar Kelimeler

Clinical supervision, teacher, professional development, technology

Kaynakça

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