Instructional supervision for teacher learning from the perspective of the teachers and instructional supervisors : the case of two UAE schools

الموضوعات

تربية وتعليم

الملخص

Instructional supervisors at schools are considered to hold a major responsibility for improving instruction by providing teachers with professional development activities aimed at teacher learning (Glickman, Gordon and Ross-Gordon, 2010), yet little research extensively studies the actions of instructional supervisors that promote or hinder teacher learning especially from the perspectives of both teachers and supervisors. This explanatory and exploratory qualitative case study sought to compare the perspective of teachers and instructional supervisors on instructional supervisors’ practices that promote or hinder teacher learning, the nature of professional learning that is attributed to result from instructional supervisory practices, and the organizational conditions under which this learning occurs. It yielded a list of teacher learning promotive factors, instructional supervisory practices and organizational conditions. Similar interviews took place at the two participating schools and the findings were interpreted separately and comparatively across schools. Participants identified the factors that lead to teacher learning as reflection, reading, daily practice, attending PD workshops, teacher willingness to learn, observing the actions of others, dialogue, peer collaboration, and receiving feedback. As for the promotive instructional supervisory practices, those were found to be being responsive to teacher needs, setting a supportive learning environment and holding teachers accountable, providing constructive feedback, building a trusting relationship with teachers, leading by example, mentoring, and building a culture of constant collaborative learning between teachers and instructional supervisors. The organizational conditions found to be promotive of teacher learning were having scheduled learning time dedicated solely to teacher learning, budget allocations for teacher learning, having a climate of support for learning, having teacher learning as an upheld organizational value, having shared of

روابط وملفات

التعريف والنوع

رقم الوثيقة

f0787865-657e-4aeb-9226-e74719120327

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

1633281_1.pdf

بيانات النشر

ترجمة العنوان

The case of two UAE schools

ألقاب المؤلفين

[{"name_ar":" Rina Camille Bou Ghanem,","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"Rima Karami Akkary","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

English

المصدر والدورية

اسم المصدر

Instructional supervision for teacher learning from the perspective of the teachers and instructional supervisors : the case of two UAE schools

المحتوى والصفحات

عدد الصفحات

0

إشراف وإعداد

الإشراف

Rima Karami Akkary

الإعداد

Rina Camille Bou Ghanem,

الاقتباسات الببليوغرافية