Clinical Supervision and Teacher Thought Processes
Mots-clés :
clinical supervision, instructional supervision, teaching research, classroom observation, teacher evaluationRésumé
Cet article essaye de développer un lien conceptuel entre la recherche récente sur l'enseignement, en particulier sur le processus de la pensée du maître et l'observation clinique. La thèse de l'auteur est que la connaissance qui dérive de la recherche sur l'enseignement constitue la base essentielle sur laquelle l'analyse rigoureuse de l'enseignement adoptée par l'approche clinique peut être établie. Le cycle à cinq phases de Goldhammer (1969) est analysé à la lumière des "engagements récents sur l'enseignement" identifiés par Dunkin et Biddle (1974). D'une manière plus significative, l'article analyse l'attitude clinique à la lumière de la recherche croissante sur les processus des idées du maître et révèle une lacune possible dans le cadre clinique. L'auteur avance que le lien entre l'observation clinique et les processus de la pensée du maître justifie la modification sous forme d'"isotopex" - un bref échange à la fin de la phase d'observation qui permet l'évaluation des objectifs et des stratégies en termes préalables et réciproques.
Références
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. Taxonomy of educational objectives: The classification of educational goals, handbook I: Cognitive domain. New York: David McKay, 1956.
Borich, G. D. (Ed.) The appraisal of teaching: Concepts and process. Reading: Addison-Wesley, 1977.
Borich, G. D. Implications for developing teacher competencies from process-product research. Journal of Teacher Education, 1979, 30(1), 77-86.
Clark, C. M. Five faces of research on teaching. Educational Leadership, 1979, 37(1), 29-32.
Clark, C. M., & Yinger, R. L. Teachers' thinking. In P. L. Peterson & H. J. Walberg, (Eds.). Research on teaching: Concepts, findings, and implications. Berkeley, Calif.: McCutchan, 1979.
Cogan, M. L. Supervision at the Harvard-Newton summer school. Mimeographed Paper, Harvard Graduate School of Education, 1961.
Cogan, M. L. Clinical supervision. Boston: Houghton-Mifflin, 1973.
Cogan, M. L. Rationale for clinical supervision. Journal of Research and Development in Education, 1976, 9(2), 3-19.
Custance, A. C. Education toward illiteracy? Challenge in Educational Administration, 1975, 13(4), 8-15.
Dunkin, M. J., & Biddle, B. J. The study of teaching. New York: Holt, Rinehart, and Winston, 1974.
Eggert, W., Fasano, J., Mahen, B., Marland, P., & Mutthart, D. Studies of teaching and learning: A preliminary report. Edmonton: University of Alberta, 1976.
Gage, N. L. The yield of research in teaching. Phi Delta Kappan, November 1978, 229-235.
Goldhammer, R. Clinical supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart and Winston, 1969.
Grimmett, P. P. Supervision in the 1980s: Guidelines for observing teaching. Education Canada, Fall 1980.
Guilford, J. P. The Structure of Intellect. Psychological Bulletin, 1956, 53, 267-293.
Joyce, B. R., & Showers, B. Improving inservice training: The messages of research. Educational Leadership, 1980, 37(5), 379-382.
Krajewski, R. J. Putting the 'S' back into ASCD. Educational Leadership, 1976, 33(5), 373-376.
Lortie, D. C. Schoolteacher: A sociological study. Chicago: University of Chicago Press, 1975.
MacKay, D. A., & Marland, P. W. Thought processes of teachers. Paper presented at the AERA Annual Conference, Toronto 1978.
MacKay, D. A., & Osoba, E. C. New directions in teacher supervision. Canadian Administrator, 1978, 38(3).
Marland, P. W. A study of teachers' interactive thoughts. Unpublished doctoral dissertation, University of Alberta, 1977.
McDonald, F. J. Research and Development Strategies for Improving Teacher Education. Journal of Teacher Education, 1977, 28(6), 29-33.
McGregor, M. F. The education and training of teachers in British Columbia. Victoria: Queen's Printer, 1978.
Moreno, J. L. Who shall survive? A new approach to the problems of human interrelations (Rev. ed.) New York: Beacon House, 1953.
Parsons, T. W. Achieving classroom communication through self-analysis. El Segundo, Calif.: Prismatica International, 1974.
Peterson, P. L., & Walberg, H. J. (Eds.) Research on teaching: Concepts, findings, and implications. Berkeley, Calif.: McCutchan, 1979.
Reavis, C. A. Clinical supervision: A timely approach. Educational Leadership, 1976, 33(5), 360-363.
Rosenshine, B. Classroom instruction. In N. L. Gage (ed.), The psychology of teaching methods: The seventy-fifth yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 1976.
Sergiovanni, T. J. Toward a theory of clinical supervision. Journal of Research and Development in Education, 1976, 9(2), 20-29.
Sergiovanni, T. J. Reforming teacher evaluation: Naturalistic alternatives. Educational Leadership, 1977, 34(8), 602-607.
Symonds, P. M. Education and psychotherapy. Journal of Educational Psychology, 1949, 40(1), 1-32.
Taba, H. Teaching strategies and cognitive functioning in elementary school children. (U.S.O.E. Cooperative Research Project No. 2404), San Francisco State College, 1966.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
