Experimental-group trainees reported more frequent observations and more systematic, adequate feedback than control-group trainees¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All interviewed experimental-group TTs reported being observed three or four times, while in the control group eight of 18 TTs reported never being observed. → Gürsoy 2016 q2 i? All experimental-group interviewees reported receiving feedback during planning and were satisfied with post-lesson feedback quality, whereas 12 control-group TTs reported never receiving planning feedback and eight reported receiving no feedback at all. → Gürsoy 2016 (2)

Evidence¶

Gürsoy 2016¶

Gürsoy, E., Kesner, J. E., & Salihoglu, U. M. (2016). Clinical Supervision Model in Teaching Practice: Does it Make a Difference in Supervisors' Performance?. Australian Journal of Teacher Education, 41(11). https://doi.org/10.14221/ajte.2016v41n11.5

q2 · i? · causal · r2

Interview study with 39 TTs (20 experimental, 18 control) conducted in fall 2013 and spring 2014 about observation frequency. The experimental group's uniform three-observation schedule contrasts with the control group's variable, often absent, observations.

"All of the participants (n=20) in the experimental group claimed that they were observed three times throughout the semester and one said that s/he was observed four times, whereas, the number of observations varied in the control group. Eight (out of 18) TTs stated that they were never observed during practicum."

Gürsoy 2016 (2)¶

Gürsoy, E., Kesner, J. E., & Salihoglu, U. M. (2016). Clinical Supervision Model in Teaching Practice: Does it Make a Difference in Supervisors' Performance?. Australian Journal of Teacher Education, 41(11). https://doi.org/10.14221/ajte.2016v41n11.5

q2 · i? · causal · r2

Interview data on feedback during lesson planning: all experimental-group participants received pre-conference or Facebook feedback and 19 of 20 found it adequate, while in the control group 12 TTs indicated they never received feedback while planning their lessons.

"All of the participants in the experimental group agreed that they had feedback during pre-conferences and/or via Facebook. The majority (n=19) stated that they benefitted from the feedback and that it was adequate."

Discussion¶

Related Claims¶

• Trainees exposed to the Clinical Supervision Model developed more critical, better-justified evaluations of supervision quality than control-group trainees — related
• Teacher trainees who experienced the Clinical Supervision Model rated their university supervisors significantly higher than trainees under the traditional system — related
• Classroom observations confirmed that SRI teachers modeled and evaluated strategies more frequently than control teachers — related
• Time spent on specific mentoring activities varied widely, with some teachers never observed by mentors and others observed an hour or more a month — related