The Implementation and Evaluation of a Clinical Supervision Model in Teacher Education in Turkey: Is It an Effective Method?

Abstract

AbstractImplementation of the standards established by the Higher Education Council (HEC) has shown great variation between universities, between departments and even between supervisors. A TUBITAK (111K162)-EVRENA project designed to develop a practice program using a Clinical Supervision Model (CSM) was conducted. The present study examines the effectiveness of CSM implementation on teacher trainee performance. An experimental model was utilized to compare the teaching performance of teacher trainees in a group that used the CSM (experimental group) and a group that used the traditional method (control group). Independent raters scored videotaped teaching performances. These scores were compared using t-tests and analysis of variance. The results indicated a significantly higher score on both the first and second videotaped teaching for the CSM group compared to that for the control group. Both groups increased their scores between the first and second video; however, a mixed model, repeated measures analysis of variance (ANOVA) showed no significant difference in the increase in scores for each group. The experimental group had consistently higher teaching scores, and the lack of a significant difference in the increase was most likely the result of the limited time spent using the CSM.KeywordsClinical Supervision Model, Teaching Practice Program, Teaching Practice Course, Reflective Teaching Practice.Although the Clinical Supervision Model (CSM) has been applied in the United States since the 1960s (Pajak, 2002), it is a rather new concept in Turkey. The origin of the CSM dates back to the 1960s. Many have called for more clinical experience in teacher education (Krajewski & Anderson, 1980). Concomitant with this call for more clinical teacher preparation is the need for effective clinical supervision of teacher trainees (National Council for the Accreditation of Teacher Education, 2010). Despite its widespread global use in education, there is a dearth of research that examines the effectiveness of clinical experience in teacher education.From its inception to its current use, the CSM has been elaborated and enriched from different perspectives. Pajak (2002) classified the development of CSM into four categories: (i) Original Models, which focus on the collegial relationships between supervisors and teacher trainees, (ii) Humanistic/Artistic Models, which emphasize idiosyncratic teaching experiences, (Hi) Technical/Didactic Models, which underline observation techniques and feedback, and (iv) Developmental/Reflective Models, which focus on context-specific practices and reflective feedback among supervisors, teacher trainers (TT) and cooperating teachers (CT).Other Supervision Models Implemented in Teacher EducationBased on an extensive literature review, Gebhard (1984, pp. 502-509) listed five models of supervision for pre-service and in-service teacher education programs, which allow teacher educators a variety of options. The five models are: (i) Directive, where the teacher or the trainee is directed and briefed, the desired instructional behaviors are modelled, and the teacher's skills are evaluated based on the pre-defined and enacted behavior by the supervisor; (ii) Alternative, where the supervisor offers a number of alternative suggestions to the trainee for the actions to be taken without any subjective prescriptions. This way, the trainee still has the authority to make decisions; (Hi) Collaborative, where the supervisor works with the supervisee, but does not direct him, by a sharing and effective communication. First, an issue is posed in the teaching context, and the parties work together on the definition, examination and the implementation stages; (iv) Nondirective, where the supervisors' role is to offer a listening ear to the trainees and recapitulate their statements to foster more individualistic choices by the trainees; and (v) Creative, where an eclectic approach to supervision is exercised by combining supervisory behaviors and responsibilities from previous models and insights from other disciplines. …