Clinical Supervision Model to Improve Supervisory Skills of Cooperating Teachers and University Supervisors during Teaching Practice

Despite the renovation of the curriculum in education faculties in 1997, research has revealed some problems in School Experience and Teaching Practice courses. Specifically, problems were related to the quality, frequency, and type of feedback received (oral/ written), lack of training for cooperating teachers and supervisors, an inadequate number of observations, and a lack of opportunities for feedback. This paper reports the preliminary results of a TUBITAK-Evrena project to help teacher trainees develop basic teaching skills while they are continuing their education in the education faculties. The project uses a "Clinical Supervision Model" (CSM) as a solution. To improve the quality of supervisory skills of cooperating teachers and university supervisors, the project researchers provided training to university supervisors and cooperating teachers about the CSM. The present research assesses the effectiveness of this training on the quality of supervision, feedback, communication skills, and professional behavior (punctuality, professional attire) of the university supervisors. The data for the study was collected from cooperating teachers and teacher trainees via questionnaires and an interview. Results indicated that there are statistically significant differences between supervisors who took CSM training and those who did not receive training. Teacher trainees and cooperating teachers had more positive opinions of CSM-trained supervisors. These results suggest that CSM techniques can increase the quality of supervisory skills.