ERIC Number: ED238862
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Teaching as Learning: Some Lessons from Clinical Supervision.
Smyth, W. John
An inservice program for Australian teachers, which involved clinical supervision methods, was evaluated to examine its effectiveness. Clinical supervision seeks to promote a form of teacher development that is descriptive and formative. Teachers were involved in a process of assisted self-reflection about their teaching, with the aid of a colleague (i.e. "supervisor") who listened supportively to plans before a lesson, and followed through by collecting an observational record of classroom issues and events of interest to the teacher. This activity was seen as a systematic, critical, and reflective process, assisting teachers to articulate their aspirations and teaching intents, collecting data about the teacher's area of classroom interest, collaboratively analyzing the data for what they revealed, and formulating and implementing future action strategies. Being able to exercise governance over what passed as inservice education, particularly being able to ensure that it was an integral and on-going part of actual teaching, was considered by teachers to be the greatest benefit of clinical supervision. (JD)
Descriptors: Classroom Research, Educational Cooperation, Elementary Secondary Education, Faculty Development, Foreign Countries, Helping Relationship, Inservice Teacher Education, Interprofessional Relationship, Program Effectiveness, Self Evaluation (Individuals), Teacher Behavior, Teacher Improvement, Teaching Methods
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
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 (Brisbane, Australia, November 9-11, 1982). For related document, see SP 023 590.