Facilitating In-Service English Language Teacher Trainees' Supervision through Written Feedback: Action Research

Autor/in	Al-Wadi, Hasan Mohsen
Titel	Facilitating In-Service English Language Teacher Trainees' Supervision through Written Feedback: Action Research
Quelle	In: International Education Studies, 11 (2018) 9, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Inservice Teacher Education; English Instruction; Language Teachers; Trainees; Supervision; Written Language; Feedback (Response); Action Research; Practicums; Graduate Students; Foreign Countries; Skill Development; Teaching Skills; Faculty Development; Supervisor Supervisee Relationship; Trust (Psychology); Reports; Bahrain + Suchen Sie Ihr Suchwort? Lehrerfortbildung; English langauage lessons; Englischunterricht; Language teacher; Sprachunterricht; Auszubildender; Weibliche Auszubildende; Geschriebene Sprache; Projektforschung; Practicum; Praktikum; Praktika; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Abschlussbericht; Berichten
Abstract	This study examines the usefulness of an alternative supervision model for a group of in-service English Language Teachers (ELT) at the Postgraduate Diploma in Education (PGDE) programme at Bahrain Teachers College (BTC), University of Bahrain in developing those teachers' teaching practices during their teaching practicum. A two-cycle approach was implemented, providing two different types of written feedback, written comments and structured written reports during the supervision process. Using interviews and questionnaires, teacher candidates found written feedback very effective in assisting them develop specific teaching skills, namely reflection, rethinking evaluation, surrendering certainty, and acknowledging continual professional development. The study findings also revealed one major implication that is the influence of written feedback in reinforcing a participatory supervision between the university supervisor and teacher trainee in fostering relations of trust and confidence between both of them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01