Peer reviewed
Direct linkERIC Number: EJ906972
Record Type: Journal
Publication Date: 2010
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1099-839X
EISSN: N/A
Available Date: N/A
Instructional Supervision as Dialogue: Utilizing the Conversation of Art to Promote the Art of Communication
Kelehear, Zach
Current Issues in Education, v13 n2 2010
The degree to which instructional supervisors encourage reflection by teachers is in large part a function of both the supervisor's and teacher's use of the art of conversation. The author juxtaposes the Concern Based Adoption Model theory for innovation with the Feldman Method for art criticism to support reflection as aesthetic. Reflection that is grounded in an arts-based methodology may embrace both the technical and aesthetic dimensions of teaching and supervision. The author concludes that utilizing the language of art may support reflection that attends to the needs of the teacher and the needs of the students. (Contains 2 tables and 2 figures.)
Descriptors: Supervisors, Supervision, Communication Skills, Interpersonal Communication, Aesthetics, Teaching (Occupation), Student Needs, Educational Needs, Instructional Leadership, Reflection, Feedback (Response), Federal Legislation, Art Products, Art Criticism, Critical Viewing
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
Author Affiliations: N/A
