ERIC Number: EJ1138326
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Dialogic Investigations of Teacher-Supervisor Relations in the TESOL Landscape
Barnawi, Osman Z.
Cogent Education, v3 n1 Article 1217818 2016
The study referred to in this article adopted a dialogic approach, putting the voices of experienced teachers and supervisors into the form of a dialogue in order to examine how both parties perceive, enact and justify their pedagogical practices in actual school settings. Various sets of data were utilised, including interviews, classroom observations and a post-observation conference with Saudi EFL teachers and supervisors. The findings demonstrate that teachers and supervisors all occupy different positions in the school hierarchy in the TESOL landscape, depending on the "type" as well as "amount of capital" they possess. Specifically, although some supervisors continue to believe that their accumulated experience, including teaching credentials, supervision and administrative experience, outweighs the academic and scientific capital of teachers, teachers also claim that their accumulated experience of several years of teaching, their EFL qualifications and training, their knowledge of ground realities in school settings and their experience of two different national educational systems have enabled and legitimised them to devise their own classroom practices. It is therefore concluded that supervisors should re-conceptualise their roles, challenge their own assumptions and be willing to engage in continuous critical discussions with the teachers. Both parties conduct their pedagogical practice with strong sense of agency/engagement. This study argues that these forms of agency in language teaching need further scholarly attention, for "they are inherently contextual and dialogic, in that they have a history and a present that resides in an ongoing negotiated state of intense and essential axiological interaction".
Descriptors: Supervisor Supervisee Relationship, Experienced Teachers, Educational Practices, Interviews, Teacher Supervision, Supervisory Methods, English (Second Language), Second Language Instruction, Qualitative Research, Teacher Qualifications, Teacher Role, Teacher Collaboration, Teacher Attitudes, Foreign Countries, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A