Promoting Practical Training Process of Novice Teachers through Peer Consultation and Clinical Supervision

Abstract

The purpose of this study was to promote practical training process of novice teachers through peer consultation and clinical supervision. This study was conducted in a hybrid design using pre-experimental model and qualitative method. The study participants were consisted of 14 novice teachers and 14 mentors employed in six different schools. Four hypotheses developed for the quantitative method of the study were tested via pre and posttest. The views of all the participants regarding peer consultation and clinical supervision process were obtained for the qualitative method. Results of the quantitative study revealed that novice teachers’ beliefs differed positively in classroom management efficacy but there was no significant difference in teaching efficacy beliefs at the end of the study. No statistical difference between pre and posttest scores was also found in novice teachers’ open and private self-areas. The qualitative findings of this study indicated that peer consultation and clinical supervision can contribute to novice teachers’ development in the process of practical training. In conclusion, if appropriate conditions are met, it is recommended that peer consultation and clinical supervision be used for training novice teachers.