Dictating or Facilitating The Supervisory Process for Language Teachers


KAYAOĞLU M. N.

Australian Journal of Teacher Education, vol.37, no.10, pp.103-117, 2012 (Journal Indexed in ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 37 Issue: 10
  • Publication Date: 2012
  • Doi Number: 10.14221/ajte.2012v37n10.4
  • Title of Journal : Australian Journal of Teacher Education
  • Page Numbers: pp.103-117

Abstract

This study is an attempt to explore the supervisory process from the standpoint of supervised English language teachers. The research, which has been going on for three years, aims to weigh the results in terms of teachers who were exposed to the supervision. More specifically, the research answers whether teachers are really helped in improving their teaching and finding solutions to their work related problems as part of in-service training. In support of diary reports taken from teachers, the questionnaire which involved 72 items about the supervisory process reveal that supervision appears to fail to live up to EFL teachers' expectations within the current practice. From most of the surveyed EFL teachers' points of view the current supervision is not of pedagogical or professional value and does not have a positive impact on teacher performance.