Browsing by Author "Aksoy, Mervenur"
Now showing 1 - 1 of 1
- Results Per Page
- Sort Options
Item Implementation of clinical supervision model in English language teachers’ professional development: A case study(Bursa Uludağ Üniversitesi, 2024-06-28) Aksoy, Mervenur; Gürsoy, Esim; Bursa Uludağ Üniversitesi / Eğitim Bilimleri Enstitüsü / Yabancı Diller Eğitimi Anabilim Dalı / İngiliz Dili Eğitimi Bilim Dalı; 0000-0003-1317-0677Teaching is a profession that requires continual professional development (PD). Thus, PD is crucial for in-service teachers to keep up with the constant changes and challenges. The Clinical Supervision Model (CSM) might be a valuable model to facilitate the PD of teachers as the literature suggests. Therefore, the present study aimed to implement the CSM in English Language Teachers’ (ELT) PD and investigate its effects. The qualitative case study method was employed to get an in-depth understanding of the study. Typical case sampling among purposive sampling types was used for typicality and representativeness purposes. Therefore, the study was conducted in a typical private school in Turkey with ELTs teaching primary and lower secondary school students. The data were collected from 17 ELT’s cycles through observation and semi-structured interviews with nine teachers among them in addition to field notes throughout the stages. The data were analyzed inductively through thematic analysis. The results indicated that the CSM facilitated teachers’ PD in various ways based on their needs and interests. The model provided them with systematic, constructive, and objective data relating to their classroom practices which enabled teachers to reflect on their classroom practices without showing defensive behaviors and contributed to collegiality. The model increased teachers’ self-awareness and autonomy and helped them take an active role in their PD throughout the model enabling them to take charge of their actions and improving them with action plans. The cyclical nature of the model also allowed for follow-up evaluations. The participants found the CSM superior to all the models they were supervised with in the past. In addition, the results showed that the CSM contributed to reflective teaching immensely thanks to its objective data-driven nature and the roles that the model attributed to its agents.