scholarly journals The Effects of Implementing Clinical Supervision Model on Supervisors’ Teaching Perspectives and Qualifications: A Case Study in an EFL Context

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Ehsan Khaef ◽  
Amin Karimnia
Keyword(s):  
Clinical Supervision ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Teaching Perspectives ◽  
Constructive Feedback ◽  
Efl Context ◽  
Semistructured Interviews ◽  
Supervision Model

This study set out to determine the possible impacts of implementing the Clinical Supervision Model (CSM) on supervisors’ philosophy of teaching, in both theory and practice. In order to gather the required data, two highly experienced supervisors were recruited according to the degree of homogeneity of the educational context in which they were working. By applying qualitative case study design, the required data were collected by conducting two distinct phases of classroom observations, accompanied by semistructured interviews. Considering the nature of the investigation, it was decided to employ the Transcendental Phenomenology (TPh) approach to analyze the data in order to determine the supervisors’ accurate perceptions and lived experiences regarding the nature of taking on a supervisory role and the effects of implementing CSM on their teaching career. The empirical findings in this investigation provided a new understanding of the probable effects of implementing CSM on supervisors’ general attitudes towards both teaching and supervisory careers. The results of the study indicated that CSM can be potentially effective in encouraging critical thinking, providing more constructive feedback in postobservation meetings, and improving the teaching quality of both teachers and supervisors.

scholarly journals Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

2020 ◽  
Vol 18 (8) ◽  
pp. 1465-1484 ◽  
Author(s):  
Laura Ketonen ◽  
Markus Hähkiöniemi ◽  
Pasi Nieminen ◽  
Jouni Viiri
Keyword(s):  
Formative Assessment ◽  
Early Stage ◽  
Peer Assessment ◽  
Peer Feedback ◽  
Data Sources ◽  
Constructive Feedback ◽  
Audio Recordings ◽  
Field Notes

AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

scholarly journals Identify the correlation between the teaching perspectives and student evaluation: A case study of a sample university in Ho Chi Minh city

2018 ◽  
Vol 20 ◽  
pp. 03002
Author(s):  
Huy Nguyen ◽  
Radim Briš
Keyword(s):  
Strong Correlation ◽  
Student Evaluation ◽  
Critical Issue ◽  
Course Evaluations ◽  
Ho Chi Minh City ◽  
Teaching Perspectives ◽  
Quality Of Teaching ◽  
New Form

Education is a critical issue in any cultural background. In fact, the quality of teaching shall be considered and linked with student evaluation because there seems to have a strong correlation between them. This study aims to understand the different perspectives on teaching by academic staffs of a university X in Ho Chi Minh City and also is to determine whether there are one or two dominant teaching perspective preferences. In addition, the students’ comments were also collected and investigated to identify whether or not there are relationships between these dominant teaching perspectives and student end-of-course evaluations. Finally, the researcher proposed a new form of evaluation to help measure better students’ expectations.

scholarly journals Working in triads: A case study of a peer review process

2015 ◽  
Vol 12 (1) ◽  
pp. 19-44
Author(s):  
Peter Grainger ◽  
◽  
Martin Bridgstock ◽  
Todd Houston ◽  
Steve Drew ◽  
...  
Keyword(s):  
Peer Review ◽  
Teaching Practices ◽  
Review Process ◽  
Peer Review Process ◽  
Teaching Quality ◽  
Evidence Based ◽  
Quality Of Teaching

Peer review of teaching has become an accepted educational procedure in Australia to quality assure the quality of teaching practices. The institutional implementation of the peer review process can be viewed as genuine desire to improve teaching quality or an imposition from above as a measure of accountability and performativity. One approach is to conduct the peer review process as a team or a triad, involving a group of three academics. This article reviews this process of peer review through the eyes of the participants. The results of the study indicate that the peer review process upon which this study is based, has the potential to not only significantly impact academics’ pedagogy but to improve teaching confidence and associated benefits in regard to evidence based teaching for promotional opportunities.

Analysis of Teachers’ Perception of the Effectiveness of MAECI Online Glottodidactic Training for Teachers of Italian as a Foreign Language: A Case Study

2018 ◽  
Vol 10 (1) ◽  
pp. 46
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Training Model ◽  
Language Teachers ◽  
Theory And Practice ◽  
Foreign Affairs ◽  
Online Questionnaire ◽  
Training Project ◽  
Training Courses ◽  
Impact Of Technology

In this paper, theory and practice are interconnected in a case study to examine the suitability, multimodality and effectiveness of the training courses of the Ministry for Foreign Affairs and International Cooperation (MAECI) for language teachers and university tutors of the Italian language across the world. The first part of the paper describes the theoretical framework underlying the training project design; the second part describes the qualitative research model used in order to explore, through an online questionnaire and focus group, the opinions of the informants as to the quality of the online course granted by Ca’ Foscari University of Venice. In particular, the effects and impact of technology on the didactic activities of the participants are highlighted. The data obtained is useful in outlining a training model that effectively deploys technological tools to supply teachers with the latest digital competences for their everyday didactic activity.

scholarly journals Why clinical training in China should improve: a cross-sectional study of MD graduates

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xiaoning Zhang ◽  
Chong Li ◽  
Cailing Yue ◽  
Xue Jiang ◽  
Junli Cao ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Clinical Supervision ◽  
Clinical Training ◽  
Online Survey ◽  
Task Force ◽  
Teaching Quality ◽  
Academic Degree ◽  
And Training

Abstract Background China is experiencing major medical education reforms that include establishing national training standards, standards for health professionals, and advanced health delivery system requirements. Graduate medical education (GME) is being piloted as a merger of Doctor of Medicine (MD) with PhD programs to improve academic research and clinical training. However, the academic degree-centred system has led to a preoccupation with research rather than clinical training. Unfortunately, there is a shortage of quality information regarding the clinical training of MD graduates from Chinese medical schools. To fill this gap, this general investigation aims to provide the perspective of recent MD graduates in China for the different subspecialties of clinical training as experienced in different contexts. Methods There were 432 MD graduates who participated in an online survey regarding their clinical training. Information collected included overall satisfaction, educational supervision, supervised learning events, curriculum coverage, local teaching, teamwork, educational governance, workload, supportiveness of the environment, feedback, clinical experience, patient safety, handovers, and reporting systems. Results Only 37.4% reported satisfaction with the overall clinical training quality; 54.6% rated the informal and bedside quality as “good”; 64.4% reported they knew who provided clinical supervision; but only 35.5% rated the quality of clinical supervision as high; 51.8% reported that they judged senior physicians as “not competent”; 41.9% agreed that the staff treated each other respectfully; 97.4% admitted that they worked beyond the mandatory hours and claimed they were regularly short of sleep; 84.2% raised concerns about patient safety; 45.3% reported that they received regular informal feedback; 48.1% believed that their concerns about education and training would be addressed. Conclusions This study suggests that the quality of clinical training for MD graduates should be improved. While the overall satisfaction with the teaching quality was acceptable, the quality of many clinical training aspects scored poorly. A major problem seems an undue focus on research in MD/PhD training at the cost of the quality of clinical training, due to career perspectives that undervalue clinical competence. The findings of this study should benefit from a deeper investigation to understand the causes and possible remediation. Suggestions include defining subspecialties and training lengths; monitoring, evaluation, and integration SST with MD degree; providing funds or rewards for academic and clinical training; establishing supervising teams to guide clinical training; and establishing physician scientist task force to help overcome challenges.

scholarly journals Clinical Supervision Model for Building Sciences Teacher's Professionalism in Curriculum Implemention 2013

2019 ◽  
Vol 7 (3) ◽  
pp. 291-305
Author(s):  
Rahmawati - Syamsuddin
Keyword(s):  
Quality Assurance ◽  
Clinical Supervision ◽  
Science Learning ◽  
Curriculum Implementation ◽  
Monitoring And Evaluation ◽  
Junior High Schools ◽  
Teacher Professionalism ◽  
Supervision Model ◽  
Ongoing Monitoring

The aim of developing this supervision model is to produce a science education supervision model that is able to help parties or stakeholders who take responsibility in the process of building teacher professionalism in implementing the 2013 curriculum into science learning (IPA). To be able to measure the level of quality of the 2013 curriculum implementation in science learning in junior high schools, an ongoing monitoring and evaluation effort is needed. One effort that can be done to maintain the quality and quality of science learning that implements the 2013 curriculum is through the implementation of clinical supervision of science learning. The purpose of science learning quality assurance must be done as a form of concern in ensuring students get science learning in accordance with the objectives and levels derived from the 2013 science curriculum.Keywords: The 2013 Curriculum, Clinical Supervise Model, Monitoring And Evaluation, Quality ControlTujuan pengembangan model supervisi ini adalah untuk menghasilkan suatu model supervisi pendidikan IPA yang mampu membantu pihak atau stakeholder yang ikut serta bertanggung jawab dalam proses membangun profesionalisme guru dalam mengimplementasikan kurikulum 2013 ke dalam pembelajaran sains (IPA). Untuk dapat mengukur tingkat kualitas implementasi kurikulum 2013 dalam pembelajaran IPA di sekolah-sekolah SMP, maka diperlukan suatu upaya monitoring dan evaluasi yang berkesinambungan. Salah satu upaya yang dapat dilakukan untuk menjaga kualitas dan mutu pembelajaran IPA yang mengimplementasikan kurikulum 2013 adalah melalui pelaksanaan supervisi klinis pembelajaran IPA. Tujuan mengapa harus dilakukan penjaminan mutu pembelajaran IPA adalah sebagai bentuk kepedulian dalam menjamin peserta didik mendapatkan pembelajaran IPA sesuai dengan tujuan dan tingkatannya yang diturunkan dari kurikulum IPA 2013.Kata kunci: Kurikulum Ipa 2013,Model Supervise Klinis, Monitoring dan Evaluasi, Penjaminan Mutu

scholarly journals Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice

2018 ◽  
Vol 9 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Olena Zhukova
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Future Research ◽  
Full Time ◽  
Quality Of Teaching

Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning? The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths. Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.

scholarly journals Research on English Translation Teaching based on Project Teaching Method

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Yujun Zeng
Keyword(s):  
Teaching Methods ◽  
English Translation ◽  
Teaching Method ◽  
Teaching Quality ◽  
Theory And Practice ◽  
University Education ◽  
English Learning ◽  
Teaching Content ◽  
Depth Analysis

Summary: With the reform of China's education system and the progress of information technology, university education has been paid more and more attention, English translation teaching has also become an important course. The course is highly professional and practical and is closely related to students' future life and work. Because the teaching course of English translation needs to combine theory with practice closely, Therefore, the project teaching method has been widely used. The project teaching method has changed the traditional backward teaching methods, is conducive to helping students to better understand and master the teaching content, and promotes the close combination of theory and practice, so as to effectively solve the teaching problems of English translation teaching, and constantly improve the teaching quality of English translation teaching. Therefore, this paper makes an in-depth analysis and research on the English translation teaching of the project teaching method, so as to create a good English learning environment for college students.

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