Jahin, J. (2015). EFL Teachers’ Evaluation of the Supervision Process: An Interpretive-Constructivist Perspective. CDELT Occasional Papers in the Development of English Education, 59(1), 95-142. doi: 10.21608/opde.2015.106596
Jamal Hamed Jahin Jahin. "EFL Teachers’ Evaluation of the Supervision Process: An Interpretive-Constructivist Perspective". CDELT Occasional Papers in the Development of English Education, 59, 1, 2015, 95-142. doi: 10.21608/opde.2015.106596
Jahin, J. (2015). 'EFL Teachers’ Evaluation of the Supervision Process: An Interpretive-Constructivist Perspective', CDELT Occasional Papers in the Development of English Education, 59(1), pp. 95-142. doi: 10.21608/opde.2015.106596
Jahin, J. EFL Teachers’ Evaluation of the Supervision Process: An Interpretive-Constructivist Perspective. CDELT Occasional Papers in the Development of English Education, 2015; 59(1): 95-142. doi: 10.21608/opde.2015.106596
EFL Teachers’ Evaluation of the Supervision Process: An Interpretive-Constructivist Perspective
This study aimed to explore the supervisory process from the standpoint of EFL at different school levels in Egypt. More specifically this study aimed to ascertain EFL teachers’ perceptions of the supervision process in terms of how far the supervision process is objective; modes of supervision; the role of supervision in their professional development; how they see the three phases of the supervisory visit; and their evaluation of their supervisors. The study was directed by the interpretive-constructivist mode of inquiry which made use of the mixed-method research by combining quantitative and qualitative data. Data collection made use of a questionnaire which was administered to a sample of 174 EFL teachers and semi-structured interviews conducted with a subsample of 17 EFL teachers drawn from the questionnaire sample. Results indicate that the current EFL teacher supervision process falls short to satisfy EFL teachers’ expectations in many aspects. More specifically, results of data analysis showed that EFL teachers considered supervision unnecessary, merely paperwork, far from being objective and unhelpful in solving their problems. Concerning the mode of supervision, it was seen as authoritarian and far from being democratic. Moreover, teachers did not see a pedagogical or professional value for supervision in their professional development. They complained of their supervisors’ lacking of guidance skills, Information Communication Skills (ICT) skills and knowledge of English. Findings of the study carried a set of implications and posed a set of recommendations for EFL teacher supervision. Further research was also suggested
View on SCiNiTO
Top