ERIC Number: ED231789
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Teachers as Collaborative Learners in Clinical Supervision: A State of the Art Review.
Smyth, W. John
School change is not the rational deliberate process that some people might believe it is. One of the realities of schooling is that teachers possess their own theories about what they do, and about what is reasonable, feasible, and possible in classroom teaching. This is invariably knowledge based upon 'lived experiences,' rather than on the wisdom of the outside 'experts.' Far too little regard seems to have been paid in the past by school authorities to workable ways in which teachers can and do use colleagues as important and valued resource persons. Recent studies suggest that teachers do learn from their individual and collective experiences, and that they are able to share their expertise among themselves when they engage in "frequent, continuous, and increasingly concrete and precise talk about teaching practice." The idea of teachers acting in critical, reflective, and responsive ways in their classroom practice is gaining increasing acceptance as teachers begin to see the inherent possibilities in developing shared or collaborative frameworks of meaning about teaching. In the current context of the move towards teachers acquiring increasing control over their own classroom practice, clinical supervision is increasingly being seen as a viable means. The non-evaluative and genuinely collaborative intent of clinical supervision enables teachers, working together in a consultative relationship, to gain data-based insights. (JMK)
Publication Type: Information Analyses; Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Clinical Supervision
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).