ERIC Number: ED238861
Record Type: RIE
Publication Date: 1983-Nov
Reference Count: 0
A Case Study Experience of a Collaborative and Responsive Form of Professional Development for Teachers.
Smyth, W. John; Henry, Colin
Teachers can engage in practical reflection through collaboration that enriches their sense of what is feasible and possible, and they can transform their understanding of those realities. Critical reflection, however, requires various forms of assistance. The use of "clinical supervision" over 6 months in 1982 with 14 teachers in 4 primary schools and a high school, was based upon cooperation, consultation, observation, and feedback among teachers. The method used was neither "clinical" in the pathological sense, nor "supervisory" in the quality control sense. Rather, trusted teaching colleagues assisted each other to analyze their teaching through cycles of observation, analysis, and discussion of data to establish shared frameworks of meaning within which improvement was possible. The effect was that teachers were able to exercise a greater degree of control over their work environment, and the direction and pace of their own professional development. Through clinical supervision, teachers became active and conscious agents in the determination of their own practice, rather than passive channels for other people's agendas. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Australia; Clinical Supervision
Note: Paper presented at the Annual Meeting of the Australian Association for Research in Education (Canberra, Australia, November 1983). For related document, see SP 023 591.