SUPERVISING TEACHERS' FUNCTION IN PROFESSIONAL DEVELOPMENT OF TEACHER CANDIDATES DURING PRESERVICE EDUCATION

Asst.Prof.Dr.Ercan Kiraz
Middle East Technical University Faculty of Education
Depertmant of Educational Sciences
ekiraz@metu.edu.tr

Abstract

Today, having been provided with theoretical knowledge, prospective teachers are sent to schools to practice in almost every teacher education institution. Supervising teachers are the most responsible persons for providing positive experiences about teaching profession and for the professional growth of the teacher candidates. Eventhough teaching practice in schools is an acknowledged approach toward professional growth, the quality of the supervisory function of the classroom teachers need to be interrogated. There are 31 individuals, 9 supervising teachers and 22 teacher candidates, participated in this qualitative study. Data gathered through interviews and focus group interviews stated that student teachers need effective supervision in lesson planning, classroom management, and selecting appropriate teaching models and materials. Thus, findings in relation to lack of satisfactory supervisory help and knowledge necessary for the supervision indicate that there is a need to replace traditional supervisory approach with the more functional contemporary supervisory approach.

Keywords
Professional supervision, teaching practice, supervising teachers, traditional and contemporary supervision.

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