NotesFAQContact Us
Search Tips
ERIC Number: ED379277
Record Type: RIE
Publication Date: 1995-Feb
Pages: 18
Abstractor: N/A
The Role of Content Knowledge in Instructional Supervision.
Bennett, Debra Dew
This study investigated inservice teachers' perceptions of the importance for instructional supervisors to possess content knowledge in the content areas that they supervise. Questionnaires were completed by 120 teachers from two elementary, one middle, and one high school, and follow-up interviews were conducted with 20 respondents. Teachers strongly supported the premise that supervisors should be content specialists in the content areas they observe. Out of six supervisory services, teachers ranked feedback about the effectiveness of instruction in relation to content as the most important service. Teachers felt that supervisors with content knowledge gave improved help and feedback, knew what instructional strategies to suggest based on content, gave fairer evaluations of a teacher's classroom performance, had up-to-date knowledge of trends and issues in the content area, and elicited greater respect from teachers, and supported the best interest of the content area when programmatic changes are made and funds are allocated. Teachers' perceptions changed according to the instructional supervision method used (nominal, prescriptive, or reflective). Multi-subject certificated teachers had a higher percentage of agreement with supervisors' need for content knowledge than did single-subject certificated teachers. Experienced teachers desired instructional supervisors' content knowledge more than novice teachers. Implications for teacher education and supervisory practice are outlined. The supervision questionnaire and an interview protocol are appended. (Contains 19 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Research report presented at the Annual Meeting of the Association of Teacher Educators (75th, Detroit, MI, February 19-22, 1995).