Supervision Encounters 'That Are Not so Nice': Experiences of Teachers in Guyana
Saved in:
| Title: | Supervision Encounters 'That Are Not so Nice': Experiences of Teachers in Guyana |
|---|---|
| Language: | English |
| Authors: | Michelle Semple-McBean, Jeneffer Drakes, Valissa Peters |
| Source: | Journal of Education and Learning. 2024 13(4):18-30. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Teacher Supervision, Supervisory Methods, Supervisor Supervisee Relationship, Work Environment, Teacher Attitudes, Early Childhood Education, Preschools, Preschool Teachers, Teacher Education, Practicum Supervision, Faculty Development, Program Evaluation, Educational Experience, Negative Attitudes |
| Geographic Terms: | Guyana |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical areas of undesirable encounters were discovered. These encounters were framed as fault-finding, controlling and mechanically oriented, unproductive, emotionally unsettling, and disruptive. Caution about the danger of identification of pedagogical weaknesses in the absence of accompanying solutions and recommendations is flagged, and remedial strategies are identified. The findings reframe, reinforce, and complement existing knowledge about educational supervision, serve to chronicle Guyanese teachers' experiences with the supervision of NFOs, and might be informative to professional development programs that rely on supervision to sustain pedagogical growth. Program providers and other stakeholders might find the teachers' experiences a reference point to consider critical issues regarding the quality of and approach to supervision. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1436856 |
| Database: | ERIC |
| Abstract: | Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical areas of undesirable encounters were discovered. These encounters were framed as fault-finding, controlling and mechanically oriented, unproductive, emotionally unsettling, and disruptive. Caution about the danger of identification of pedagogical weaknesses in the absence of accompanying solutions and recommendations is flagged, and remedial strategies are identified. The findings reframe, reinforce, and complement existing knowledge about educational supervision, serve to chronicle Guyanese teachers' experiences with the supervision of NFOs, and might be informative to professional development programs that rely on supervision to sustain pedagogical growth. Program providers and other stakeholders might find the teachers' experiences a reference point to consider critical issues regarding the quality of and approach to supervision. |
|---|---|
| ISSN: | 1927-5250 1927-5269 |
