Critical and Review of Supervision Theory as Teacher’s professional development

Abdollahi, Bijan

Document Type : Research

Author

Bijan Abdollahi

Abstract

For the quality improvement of schools, we should focus on professional development of teachers. Professional development included all the opportunities and experiences that are systematically planned for teachers’ professional development. This is exactly the supervision which have been addressed in supervision theory of Nolan and Hoover. This theory is a new approach to teaching and provides opportunities for teachers to enable them to grow beyond their current level of performance. supervision is a broad concept that includes learning experiences during in – the job- training and on- the job- training activities. This kind of new conceptualization includes supervision options such as peer counseling, self-directed learning and action research, Collegial Development Groups, professional learning communities, school-based learning is also included.
This paper first describes the overall effect and intellectual and philosophical foundations of supervision theory, then it reviews and evaluates them. In theory analysis, the gap between supervision theory and the real world of school and classroom have been mentioned in the sense that this theory is not spread in practice and the real world. Application of the theory does not mean that something beyond the daily experiences of the principals must be done. But theory must serve the decision-making process and logic. Theory makes management activities done more effectively with full knowledge of the approved theoretical frameworks of action in educational situations. So, a theory would be useful only when it is related to instructional practice. In addition, Collegial Development Groups, as a new paradigm, the professional development is different in various situations, and even in a different position and can vary in dimensions. There is no better model of professional development than the other models that can be used in all schools. The needs of schools and teachers should be evaluated, and cultural beliefs and practices should be considered for decision-making. These subjects make the usability of the theory in trouble. Finally, conclusions and suggestions are presented.

Keywords

Main Subjects

Educational Science

References

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Pizhuhish nāmah-i intiqādī-i mutūn va barnāmah hā-yi ̒ulūm-i insāni (Critical Studies in Texts & Programs of Human Sciences)

Critical and Review of Supervision Theory as Teacher’s professional development

References

References

Volume 15, Issue 37 - Serial Number 37
November 2015
Pages 131-148

Critical and Review of Supervision Theory as Teacher’s professional development

References

References

Volume 15, Issue 37 - Serial Number 37November 2015Pages 131-148

Volume 15, Issue 37 - Serial Number 37
November 2015
Pages 131-148