Effects of Clinical Supervision on EFL Teachers’ Critical Thinking Disposition and Learners’ Overall Language Achievement

محورهای موضوعی : Applied Linguistics

Nasim Mehrabian ¹ , Hadi Salehi ² , Omid Tabatabaei ³ , Hossein Vahid Dastjerdi ⁴

1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

تاریخ دریافت : 1401/11/22 تاریخ پذیرش : 1402/03/30 تاریخ انتشار : 1402/06/10

کلید واژه: Clinical supervision, Learners’ overall language achievement, Teacher Education, critical thinking,

چکیده مقاله :

Although research on clinical supervision and teachers’ critical thinking has been separately carried out by many scholars, their integration in a unified study has been demanding, particularly in an English as a Foreign Language (EFL) context. Investigation of learners’ language achievement affected by doing clinical supervision appears to have been taken for granted. The present study was an attempt to figure out the effects of clinical supervision model proposed by Gall and Acheson (2011) on EFL teachers’ critical thinking disposition and learners’ overall language achievement. The present study constituted two sets of participants: 60 teachers and 66 learners selected through convenience sampling and were divided into two groups namely experimental. Clinical supervision was conducted for the experimental group teachers within three cycles of planning conference, classroom observation, and feedback conference. Those learners whose teachers took part in the clinical supervision constituted the experimental group while the remaining were the control group whose teachers were not provided with any teacher education program. Data were collected through the Critical Thinking Disposition Scale and learners’ pre-and post-tests. By running one-way analysis of variance (one-way ANOVA) and independent samples t-tests, clinical supervision was significantly effective regarding EFL teachers’ critical thinking disposition and resulted in the learners’ significant improvement as well. Findings demand the practice of clinical supervision as an effective and awareness-raising teacher education program to help teachers reflect upon their strengths and weaknesses and self-regulate their teaching practicum.

چکیده انگلیسی:

اگرچه تحقیقات در مورد نظارت بالینی و تفکر انتقادی معلمان توسط بسیاری از محققان به طور جداگانه انجام شده است، ادغام آن ها در یک مطالعه یکپارچه، به ویژه در زمینه انگلیسی به عنوان یک زبان خارجی بسیار ضروری بوده است. مطالعه حاضر تلاشی برای پی بردن به تأثیرات نظارت بالینی بر تمایلات تفکر انتقادی معلمان زبان انگلیسی و پیشرفت کلی زبان آموزان بود. پژوهش حاضر شامل دو گروه شرکت‌کننده بود: 60 معلم و 66 دانش آموز که به روش نمونه‌گیری در دسترس انتخاب و به دو گروه آزمایشی تقسیم شدند. نظارت بالینی برای معلمان گروه آزمایش در سه دوره کنفرانس برنامه ریزی ، مشاهده کلاس درس و کنفرانس بازخورد انجام شد. آن دسته از فراگیرانی که معلمان آن ها در نظارت بالینی شرکت کرده بودند، گروه آزمایش و بقیه گروه کنترل بودند که به معلمان آن ها برنامه آموزشی معلم ارائه نشد. داده ها از طریق مقیاس تمایل به تفکر انتقادی و پیش آزمون و پس آزمون فراگیران جمع آوری شد. با اجرای آنالیز واریانس یک‌طرفه (ANOVA یک‌طرفه) و آزمون‌های t نمونه‌های مستقل، نظارت بالینی به طور قابل‌توجهی بر گرایش‌های تفکر انتقادی معلمان زبان انگلیسی مؤثر بود و منجر به بهبود قابل توجه زبان‌آموزان نیز شد. یافته‌ها حاکی از الزام اجرای نظارت بالینی به عنوان یک برنامه آموزش معلمان مؤثر و آگاه‌کننده است تا به معلمان کمک کند تا نقاط قوت و ضعف خود را بررسی کنند و در تدریس عملی به خود تنظیمی قابل توجهی دست یابند.

منابع و مأخذ:

Abedi, J., & Gandara, P. (2006). Performance of English language learners as a subgroup in large-scale assessment: Interaction of research and policy. Educational Measurement: Issues and Practices, 25(4), 36-46.
Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172.
Azizpour, S., & Gholami, J. (2021). Iranian language school managers’ attitudes towards EFL teacher supervision. International Journal of Foreign Language Teaching and Research, 9(35), 53-69.
Bailey, F., & Pransky K. (2005). Are “other people’s children” constructivist learners too? Theory into Practice, 44(1), 19-26.
Bello, A. T., & Olaer, J. H. (2020). The influence of clinical supervision on the instructional competence of secondary school teachers. Asian Journal of Education and Social Studies, 12(3), 42–50.
Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. Evidence Speaks Report, 2(15), 1-4.
Birjandi, P., & Bagherkazemi, M. (2010). The relationship between Iranian EFL teachers’ critical thinking ability and their professional success. English Language Teaching, 3(2), 135-145.
Bruner, J. (1973). Going beyond the information given. Norton.
Callahan, R. M. (2005). Tracking and high school English learners: Limited opportunity to learn. American Educational Research Journal, 42, 305-328.
Cochran-Smith, M. (2005). Teacher educators as researchers: multiple perspectives. Teaching Teachers, 27(2), 219-225.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis, 8(1), 1-44.
Darling-Hammond, L., Griffin, G.A., & Wise, A.E. (1992). Excellence in teacher education: Helping teacher develop learner-centered schools. Washington, DC by the National Education Association
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford university press.
Effects of Clinical Supervision on EFL Teachers’ Critical Thinking …
109
Dummett, P., & Hughes, J. (2019). Critical thinking in ELT: A working model for the classroom.
Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61(2), 161-167.
Education Trust. (1998). Good teaching matters: How well-qualified teachers can close the gap. Thinking K-16, 3(2), 1-19.
Ellis, R. (2004). The Definition and measurement of L2 Explicit Knowledge. Language Learning, 54, 227-275.
Ennis, R. H., Fisher, M. B., & Kennedy, M. (1991). Critical thinking: Literature review and needed research. Educational Values and Cognitive Instruction: Implications for Reform, 2, 11-40.
Estaji, M., & Ghiasvand, F. (2022). Classroom supervision and professionalism: Matches and mismatches in the perceptions of novice and experienced teachers. Applied Research on English Language, 11(3), 1-36.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California Academic Press
Facione, P. A. (2013). Critical thinking: What it is and why it counts. The California Academic Press.
Farahani, M. N., Mohammadkhani, S., & Jawkar, F. (2009). The relationship between life satisfaction and quality of life and psychological well-being of teachers in Tehran. Journal of Mental Health, 3(1), 5-14.
Fickel, L. (2002). Quarterly professional development: Suggestions about process and content. The Educational Forum, 67(1), 47-54.
Flanders, N. A. (2000). Interaction analysis and clinical supervision. Journal of Research and Development in Education, 9(2), 47-56.
Fulcher, G., & Davidson, F. (2007). Language testing and assessment. Routledge.
Gall, M. D., & Acheson, K. E. (2011). Clinical supervision and teacher development. John Wiley & Sons.
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.
Gürsoy, E., Kesner, J. E., & Salihoglu, U. M. (2016). Clinical supervision model in teaching practice: Does it make a difference in supervisors’ performance? Australian Journal of Teacher Education, 41(11), 61-76.
Hamilton-Ekeke, J. T., & Matthew, J. E. (2018). Empirical evaluation of clinical supervision model of supervising pre-service teachers. European journal of alternative education studies, 3(2), 13-20.
Harris, J. C., & Eleser, C. (1997). Developmental critical thinking: Melding two imperatives. Journal of Developmental Education, 21(1), 12-19.
Henderson, N., & Milstein, M. M. (2003). Resiliency in schools: Making it happen for students and educators (Updated Ed.). Corwin Press.
Hirschkorn, M. (2009). Student-teacher relationships and teacher induction: Ben’s story. Teacher Development, 13(3), 205-217.
Mehrabian, Salehi, Tabatabaei & Vahid Dastjerdi- JNTELL, Volume 2, Issue 1, Spring 2023
110
Kahyalar, E., & Yazici, I. (2016). Supervision in language teaching: A supervisor’s and three trainee teachers’ perspectives. The Reading Matrix: An International Online Journal, 16(1), 78-90.
Khaef, E., & Karimnia, A. (2021). The effects of implementing Clinical Supervision Model on supervisors’ teaching perspectives and qualifications: A case study in an EFL context. Education Research International, 2021, 1-11.
Kurland, D. J. (2000). Critical reading vs. critical thinking. Retrieved December 12, 2017, from http://www.criticalreading.com/critical_reading_thinking.htm
La Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608.
Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75, 491-530.
Lowden, C. (2005). Evaluating the impact of professional development. National Staff Development Council.
Martinez, K. (2008). Academic induction for teacher educators. Asia-Pacific Journal of Teacher Education, 36(1), 35-51.
McGhee, M.W., & Stark, M. D. (2018). Promoting collegial teacher supervision: Applying solution-focused strategies in a clinical supervision cycle. International Journal of Leadership in Education, 21(6), 726-740.
Mvududu NH & Thiel-Burgess J. 2012. Constructivism in practice: The case for English language learners. International Journal of Education, 4(3), 108-118.
Muñoz-Martínez, Y., Monge-López, C., & Torrego Seijo, J. C. (2020). Teacher education in cooperative learning and its influence on inclusive education. Improving Schools, 23(3), 277-290.
Myers, D. G. (2009). Psychology in everyday life. Worth.
Ochieng’ Ong’ondo, Ch., & Borg, S. (2011). ‘We teach plastic lessons to please them’: The influence of supervision on the practice of English language student teachers in Kenya. Language Teaching Research, 15(4), 509-528.
Ordem, E. (2017). Developing critical-thinking dispositions in a listening/speaking class. English Language Teaching, 10(1), 50-55.
Paul, R. & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Dillon Foundation for Critical Thinking Press.
Paul, R. (2012). Reflections on the nature of critical thinking, its history, politics, and barriers and on its status across the college/university curriculum. Inquiry: Critical Thinking across the Disciplines, 27(1), 5-30.
Piaget, J., & Inhelder, B. (1969). The psychology of the child. Basic Books.
Piaget, J. (1973). To understand is to invent: The future of education. Penguin Books.
Putra, K. R., Hany, A., & Ariningpraja, R. T. (2021). The effect of clinical learning environment on Nursing student satisfaction in East Java Province. Indonesian Nursing Journal of Education and Clinic (INJEC), 6(1), 64-71.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.