Published
Reflective Teacher Supervision Through Videos of Classroom Teaching
Supervisión colaborativa docente a través de clases grabadas en video
DOI:
https://doi.org/10.15446/profile.v17n2.44393Keywords:
Collaborative reflection, post-observation session, teacher supervision (en)Reflexión colaborativa, sesiones de post-observación, supervisión docente (es)
The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.
El objetivo de este trabajo es presentar diferentes roles de profesor supervisor según modelos distintos y destacar la importancia de diálogos colaborativos con apoyo de grabaciones de video. Para lograrlo, se muestran resultados de un estudio cualitativo desarrollado en un curso de formación de profesores de inglés como lengua extranjera en Brasil. Los resultados indicaron que la supervisión colaborativa fue eficiente frente a la adversidad de contextos educativos. Se concluyó que los estudiantes-profesores que observaron sus acciones pedagógicas a través de videos se volvieron más reflexivos y lograron autoevaluarse, ya que hacían un profundo análisis de su práctica. Con supervisión colaborativa, se alienta a futuros profesores a reconocer y comprender las complejidades de la enseñanza y aprendizaje local y globalmente.
References
Alarcão, I., Leitão, A., & Roldão, M. C. (2009). Prática pedagógica supervisionada e feedback formativo co-construtivo [Supervised pedagogical practice and formative-constructive feedback]. Revista Brasileira de Formação de Professores, 1(3), 2-29.
Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9780511667329
Bailey. K. M. (2009). Language teacher supervision. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 269-278). New York, NY: Cambridge University Press.
Batista, L. O. (2007). A disciplina de prática de ensino de língua inglesa vista por professores recém-formados [English teaching practice from the novice teachers’ perspectives]. Contexturas: Ensino Crítico de Língua Inglesa, 12, 75-90.
Birch, B. M. (2009). The English language teacher in global civil society. New York, NY: Routledge.
Bourke, J. M. (2001). The role of the TP TESL Supervisor. Journal of Education for Teaching: International Research and Pedagogy, 27(1), 63-73. https://doi.org/10.1080/02607470120042546
Burns, A., & Richards, J. C. (2009). Second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 1-8). New York, NY: Cambridge University Press.
Celani, M. A. A. (2000). A relevância da linguística aplicada na formulação de uma política educacional Brasileira [The relevance of applied linguistics in Brazilian educational policy]. In M. B. M. Fortkamp & L. M. Tomitch (Eds.), Aspectos da linguística aplicada: estudos em homenagem ao professor Hilário Inácio Bohn (pp. 17-32). Florianópolis, BR: Editora Insular.
Cheng, C. W. Y., & Cheng, Y. S. (2013). The supervisory process of EFL teachers: A case study. TESL-EJ, 17(1). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume17/ej65/ej65a1/
Erickson, F. (1991). Advantages and disadvantages of qualitative research design on foreign language research. In B. F. Freed (Ed.), Foreign language acquisition research and the classroom (pp. 338-353). Lexington, MA: D.C. Heath and Company.
Freeman, D. (1990). Intervening in practice teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 103-117). New York, NY: Cambridge University Press.
Freeman, D. (2009). The scope of second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 11-19). New York, NY: Cambridge University Press.
Gebhard, J. G. (1990). Models of supervision: Choices. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 156-166). New York, NY: Cambridge University Press.
Gebhard, J. G. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 250-258). New York, NY: Cambridge University Press.
Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61. https://doi.org/10.1177/0022487106295726
Ho, B. (2003). Time management of final year undergraduate English projects: Supervisees’ and the supervisor’s coping strategies. System, 31(2), 231-245. https://doi.org/10.1016/S0346-251X(03)00022-8
Johnson, K. E. (2009). Trends in second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 20-29). New York, NY: Cambridge University Press.
Kayaoglu, M. N. (2012). Dictating or facilitating: The supervisory process for language teachers. Australian Journal of Teacher Education, 37(10), 103-117. https://doi.org/10.14221/ajte.2012v37n10.4
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.
Larsen-Freeman, D., & Long, M. H. (1991). Second language acquisition research methodology. In D. Larsen-Freeman & M. H. Long (Eds.), An introduction to second language acquisition research (pp. 10-51). New York, NY: Longman.
Lenoir, Y. (2006). Pesquisar e formar: repensar o lugar e a função da prática de ensino [Research and education: Rethinking the position and function of teaching practices]. Educação e Sociedade, 27(97), 1299-1325. https://doi.org/10.1590/S0101-73302006000400011
Liberali, F. C. (2008). Formação crítica de educadores: questões fundamentais [Critical education for educators: Fundamental questions]. Taubaté, BR: Cabral Editora.
Muttar, S. S., & Mohamed, H. K. (2013). The role of English language supervisors as perceived by English language teachers. Misan Journal for Academic Studies, 12(22), 1-12. Retrieved from http://misan-jas.com/pdf%2022/12%20%20%2022.pdf
Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145. https://doi.org/10.1017/S0267190504000066
Pimenta, S. G. (2009). Formação de professores: identidade e saberes da docência [Teacher education: Identity and teaching knowledge]. In S. G. Pimenta (Org.), Saberes pedagógicos e atividade docente (pp. 15-34). São Paulo, BR: Editora Cortez.
Richards, J. C. (1998). Beyond training. Cambridge, UK: Cambridge University Press.
Sewall, M. (2009). Transforming supervision: Using video elicitation to support preservice teacher-directed reflective conversations. Issues in Teacher Education, 18(2), 11-30. Retrieved from http://www-tep.ucsd.edu/_files/edd/05sewall.pdf
Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491. Retrieved from http://www.professional-vision.org/pdfs/SherinvanEs_JTATE.pdf
Sturm, L. (2008). A pesquisa-ação e a formação teórico-crítica de professores de línguas estrangeiras [Action research and critical foreign language teacher education]. In G. Gil & M. H. Vieira-Abrahão (Eds.), Educação de professores de línguas: os desafios do formador (pp. 339-350). Campinas, BR: Pontes.
Tudor, I. (2001). The dynamics of the language classroom. Cambridge, UK: Cambridge University Press.
Vieira, F. (2009). Para uma visão transformadora da supervisão pedagógica [Towards a transformative visiono of pedagogical supervision]. Educação e Sociedade, 29(105), 197-217. https://doi.org/10.1590/S0101-73302009000100010
Vieira-Abrahão, M. H. (2001). Formação acadêmica e a iniciação profissional do professor de línguas: um estudo da relação teoria e prática [Academic education and professional initiation of language teachers: A study of the relationship between theory and practice]. Trabalhos em Linguística Aplicada, 37, 61-81.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, UK: Cambridge University Press.
Williams, M. (2001). Learning teaching: A social constructivist approach-theory and practice or theory with practice? In, H. Trappes-Lomax & I. McGrath (Eds.), Theory in language teacher education (pp. 11-20). Essex, UK: Pearson Education.
Young, S. (2009). Supporting and supervising teachers working with adults learning English. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/caelanetwork/resources/supporting.html
Zeichner, K. M. (2001). Educating reflective teachers for learner-centered education: Possibilities and contradictions. Proceedings of 16o Encontro Nacional de Professores Universitários de Língua Inglesa. Londrina, Brazil.
Zeichner, K. M. (2003). Formando professores reflexivos para a educação centrada no aluno: possibilidades e contradições [Educating reflective teachers for learner-centered education: Possibilities and contradictions]. In R. L. L. Barbosa (Org.), Formação de professores: desafios e perspectivas (pp. 35-55). São Paulo, BR: Editora Unesp.
Zeichner, K. M. (2008). Uma análise crítica sobre a “reflexão” como conceito estruturante na formação docente [A critical analysis of reflection as a goal for teacher education]. Educação e Sociedade, 29(103), 535-554. https://doi.org/10.1590/S0101-73302008000200012
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
Dimensions
PlumX
Article abstract page views
Downloads
How to Cite
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
