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Development or Training: The Matter of Clinical Supervision in EFL Student Teachers' Teaching Practice

Development or Training: The Matter of Clinical Supervision in EFL Student Teachers' Teaching Practice

Esim Gursoy, Elif Eken
Copyright: © 2019 |Pages: 15
ISBN13: 9781522585831|ISBN10: 1522585834|ISBN13 Softcover: 9781522594567|EISBN13: 9781522585848
DOI: 10.4018/978-1-5225-8583-1.ch017
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MLA

Gursoy, Esim, and Elif Eken. "Development or Training: The Matter of Clinical Supervision in EFL Student Teachers' Teaching Practice." Handbook of Research on Educator Preparation and Professional Learning, edited by Drew Polly, et al., IGI Global, 2019, pp. 305-319. https://doi.org/10.4018/978-1-5225-8583-1.ch017

APA

Gursoy, E. & Eken, E. (2019). Development or Training: The Matter of Clinical Supervision in EFL Student Teachers' Teaching Practice. In D. Polly, C. Martin, & K. Dikilitaş (Eds.), Handbook of Research on Educator Preparation and Professional Learning (pp. 305-319). IGI Global. https://doi.org/10.4018/978-1-5225-8583-1.ch017

Chicago

Gursoy, Esim, and Elif Eken. "Development or Training: The Matter of Clinical Supervision in EFL Student Teachers' Teaching Practice." In Handbook of Research on Educator Preparation and Professional Learning, edited by Drew Polly, Christie Martin, and Kenan Dikilitaş, 305-319. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8583-1.ch017

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Abstract

As a testing ground for theory and practice transition, teaching practice is a key element of teacher training process. One way to ensure that teacher candidates are acquiring and practicing critical teaching skills is to provide feedback through reflective practice during the student teaching. However, it should be beyond the helpful prescriptions in order for student teachers to develop their own teaching philosophies. For this reason, this study focuses on the growing trend toward cooperative models of student teaching supervision: the clinical supervision model (CSM). The study reports on the student teachers' perceptions on professional development with regard to the feedback they receive (direct or indirect). Twelve ELT student teachers contributed to the study and the data was collected via an open-ended and a closed-ended questionnaire, researchers' field-notes and video-taped reflection sessions. The data analysis revealed that although having varying degrees of abstraction, most of the student teachers had positive perceptions regarding indirect feedback during CSM.

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