چکیده:
Teacher supervision plays a pivotal role in the improvement of education system and the way in which teachers and student teachers perceive it. Consequently language teacher supervisors can utilize appropriate supervisory models to keep teachers update and promote them professionally. The present study investigated the role of language teacher supervisors in student teachers and in-service teachers‟ professional development in Iran. To have a representative sample, some 210 EFL teachers practicing in the secondary schools and a total of 215EFL student teachers studying English at some Iranian state and Azad universities participated in the study. A 43-item questionnaire regarding EFL teachers‟ attitudes about the impact of supervisory practice on their professional development with a format of a 5-point Likert-type was distributed among them. Also, ten percent of the participants were interviewed. Then the frequencies related to each item were calculated and a Chi-Square was used. Subsequently, qualitative data were transcribed. The results indicated that in-service and pre-service teachers have the same perceptions towards the role of their supervisors in their professional development. However, according to the findings it was concluded that the models of language teacher supervision in language teacher education are different from the models practiced in in-service classes where mostly traditional models are common.
خلاصه ماشینی:
"In the quantitative phase of the of the study 210 questionnaires about language teachers‟ perceptions of educational supervision in relation to their professional development, with the presence of the researcher directly distributed among inservice teachers which a total of 178 questionnaires were put in to analysis.
Following the above table, the supervisors should put more emphasis on teachers‟ participation in the curriculum development process and directing them to learn about the results of educational research done on teaching techniques.
The results of EFL teachers‟ attitudes about the effect of educational supervision in relation to dealing with students, teaching materials and activities, classroom management and assessment are presented in Table 2.
000 Inservice teachers‟ perceptions off the effect of educational supervision on English language teachers‟ professional development in terms of the students are presented in Table 2.
The results of student teachers‟ attitudes about the effect of educational supervision pertaining to experiences, humane relations, curriculum, and teaching methods are presented in Table 3.
000 Table 3 states that in developing the teacher's experience, university professors as supervisors are successful in holding meetings with the student teachers, encouraging them to continue their postgraduate studies and directing them to benefit from technology.
On the other hand, the supervisors should involve student teachers in the curriculum development process and direct them to learn about the results of educational research done on teaching techniques.
Conducting a study on teachers‟ perception on supervision Rosa (2013) says that teachers referred to the lack of supervisors with a firm preparation, capable of promoting highquality teaching and effective professional development."