Literaturnachweis - Detailanzeige
| Autor/in | Smyth, W. John |
|---|---|
| Titel | Teachers as Collaborative Learners in Clinical Supervision: A State of the Art Review. |
| Quelle | (1983), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Attitude Change; Change Agents; Change Strategies; Developmental Stages; Educational Change; Educational Cooperation; Elementary Secondary Education; Peer Teaching; Social Support Groups; Teacher Attitudes; Teacher Influence |
| Abstract | School change is not the rational deliberate process that some people might believe it is. One of the realities of schooling is that teachers possess their own theories about what they do, and about what is reasonable, feasible, and possible in classroom teaching. This is invariably knowledge based upon 'lived experiences,' rather than on the wisdom of the outside 'experts.' Far too little regard seems to have been paid in the past by school authorities to workable ways in which teachers can and do use colleagues as important and valued resource persons. Recent studies suggest that teachers do learn from their individual and collective experiences, and that they are able to share their expertise among themselves when they engage in "frequent, continuous, and increasingly concrete and precise talk about teaching practice." The idea of teachers acting in critical, reflective, and responsive ways in their classroom practice is gaining increasing acceptance as teachers begin to see the inherent possibilities in developing shared or collaborative frameworks of meaning about teaching. In the current context of the move towards teachers acquiring increasing control over their own classroom practice, clinical supervision is increasingly being seen as a viable means. The non-evaluative and genuinely collaborative intent of clinical supervision enables teachers, working together in a consultative relationship, to gain data-based insights. (JMK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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