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محل انتشار : اولین همایش ملی کارآفرینی با رویکرد تولیدات داخلی(nceuma.ir)
Abstract :
Over the past few decades, there has been noteworthy progress in the realm of educational supervision. Numerous scholars have delved into the responsibilities of supervisors within the educational framework (Muttar & Mohamed, 2013). According to (Sergiovani and Strrat,1988 :36), the ambiguity surrounding educational supervisory concepts can be ascribed to the coexistence of diverse educational philosophies and the expanding breadth of supervisory practices and objectives. Allan (1960: 43) characterizes educational supervision as a collection of responsibilities and an inclusive procedure designed to assist educators in advancing their profession towards the attainment of pedagogical goals. In a broader context, Daresh (2001: 25) offers a more comprehensive definition, portraying it as a dynamic process dedicated to scrutinizing and enhancing all elements influencing the educational milieu. Conversely, Kilminster et al (2007: 2) propounds that educational supervision involves furnishing counsel and evaluations concerning personal, professional, and educational advancement within the framework of a trainee s ongoing experience. Shortly, from Bailey’s point of view (2006:23), the modern educational supervision goes through different processes which is as follows: technical, consultation, collaborative, academic, leadership and humanitarian processes. On the other hand, some scholars consider supervision as a summative role rather than ongoing and dynamic process as mentioned above (Salaman, 1995:54; Brown and Bourne, 1995:43; Smith, 2005:32): Development of curricula, Supervision and organization of the educational setting, Supervision of the teachers’ professional development, Supervision of the teaching methods and techniques, Supervision of the novice teachers, Evaluation of the educational process. To clarify this issue in a case study concentrated on private English language institutions in Ardabil province, we collaborated with 10 different institutions and 4 teachers in each of them, overall, 40 English language teachers were engaged in these interviews. After coding and analyzing the transcription of interviews, the majority of the involved teachers agreed with the theory of “supervision as ongoing and dynamic process”. They suggested that the availability of supervisor for consultation in any issue related to teaching, soft and more unconscious supervising sessions for novice teachers, the flexibility of curriculum, authority of teacher as the final decider in teaching and room for negotiation to implement and manipulate technology and Artificial intelligence in the process of teaching would be a great deal of help in their career.
Keywords : مدیریت معلم تجمیعی پویا.