Browsing by Author "Kesner, John"

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    Clinical supervision model in teaching practice: Does it make a difference in supervisors' performance?
    (Edith Cowan Univ, 2016-11-01) Kesner, John; GÜRSOY, ESİM; Salihoğlu, Umut M.; SALİHOĞLU, UMUT MUHARREM; Bursa Uludağ Üniversitesi/Eğitim Fakültesi; 0000-0003-3715-4583; 0000-0002-5321-6556; ABB-9052-2020; ABF-7017-2020
    In search for better practices there has been a plethora of research in preservice teacher training. To contribute to the literature, the current study aims at investigating teacher trainees' and cooperating teachers' views about the performance and contribution of supervisors during teaching practice after using Clinical Supervision Model. Experimental in design, the study gathered both qualitative and quantitative data from participants in the experimental (n= 108 CT; n= 191 TT) and control (n= 32 CT; n= 100TT) groups. The findings revealed that there are statistically significant differences in participants' evaluations of their university supervisor in favor of the experimental group, suggesting the implementation of Clinical Supervision Model for teaching practice.
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    Clinical supervision model to improve supervisory skills of cooperating teachers and university supervisors during teaching practice
    (Hacettepe Üniveristesi, 2013) Kesner, John; Gürsoy, Esim; Bulunuz, Nermin; Göktalay, Şehnaz Baltacı; Bulunuz, Mizrap; Salihoğlu, Umut; Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/Yabancı Dil Eğitimi Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/Bilgisayar Eğitimi ve Öğretimi Bölümü.; 0000-0002-6650-088X; 0000-0003-3715-4583; 0000-0001-7826-7301; 0000-0003-1961-1840; K-1318-2019; ABB-9052-2020; L-3255-2019; ABF-7017-2020; AAH-5144-2021; ABG-8660-2021
    Despite the renovation of the curriculum in education faculties in 1997, research has revealed some problems in School Experience and Teaching Practice courses. Specifically, problems were related to the quality, frequency, and type of feedback received (oral/ written), lack of training for cooperating teachers and supervisors, an inadequate number of observations, and a lack of opportunities for feedback. This paper reports the preliminary results of a TUBITAK-Evrena project to help teacher trainees develop basic teaching skills while they are continuing their education in the education faculties. The project uses a "Clinical Supervision Model" (CSM) as a solution. To improve the quality of supervisory skills of cooperating teachers and university supervisors, the project researchers provided training to university supervisors and cooperating teachers about the CSM. The present research assesses the effectiveness of this training on the quality of supervision, feedback, communication skills, and professional behavior (punctuality, professional attire) of the university supervisors. The data for the study was collected from cooperating teachers and teacher trainees via questionnaires and an interview. Results indicated that there are statistically significant differences between supervisors who took CSM training and those who did not receive training. Teacher trainees and cooperating teachers had more positive opinions of CSM-trained supervisors. These results suggest that CSM techniques can increase the quality of supervisory skills.
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    The implementation and evaluation of a clinical supervision model in teacher education in Turkey: Is it an effective method?
    (EDAM, 2014) Kesner, John; Bulunuz, Nermin; Gürsoy, Esim; Baltacı Göktalay, Şehnaz; Sali̇hoğlu, Umut M.; Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/İngilizce Öğretmenliği Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/Bilgisayar ve Öğretim Teknolojileri Öğretmenliği Bölümü.; 0000-0003-3715-4583; 0000-0003-1961-1840; 0000-0001-7826-7301; 0000-0002-5321-6556; ABF-7017-2020; ABG-8660-2021; AAH-5144-2021
    Implementation of the standards established by the Higher Education Council (HEC) has shown great variation between universities, between departments and even between supervisors. A TUBITAK (111K162)-EVRENA project designed to develop a "teaching practice program" using a Clinical Supervision Model (CSM) was conducted. The present study examines the effectiveness of CSM implementation on teacher trainee performance. An experimental model was utilized to compare the teaching performance of teacher trainees in a group that used the CSM (experimental group) and a group that used the traditional method (control group). Independent raters scored videotaped teaching performances. These scores were compared using t-tests and analysis of variance. The results indicated a significantly higher score on both the first and second videotaped teaching for the CSM group compared to that for the control group. Both groups increased their scores between the first and second video; however, a mixed model, repeated measures analysis of variance (ANOVA) showed no significant difference in the increase in scores for each group. The experimental group had consistently higher teaching scores, and the lack of a significant difference in the increase was most likely the result of the limited time spent using the CSM.