EMPIRICAL EVALUATION OF CLINICAL SUPERVISION MODEL OF SUPERVISING PRE-SERVICE TEACHERS

Joy-Telu Hamilton-Ekeke, Josephine Ebhesi Matthew

Abstract


There are few empirical evidences of the effectiveness of the various teaching practice supervision models. This study is aimed to add to the dearth of empirical evidences of effectiveness of teaching practice supervision model by evaluating the clinical supervision model. Clinical supervision is a method of supervision whereby the supervisor is involved with the pre-service-teacher in a close, ‘helping, relationship’. Essentially, clinical supervision in education involves a teacher trainee receiving information from a supervisor who has observed the teacher trainee’s performance and who serves as both a mirror and a sounding board to enable the teacher trainee critically examine and possibly alter his/her own professional practice. Within the context of such supervision, ideas are shared and help is given in order to improve the teacher trainee’s ability through the analysis of objective data that is collected during the observation.

 

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teaching practice, pre-service teacher, supervision, clinical model, evaluation of teaching

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References


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