Turkish teachers and supervisors metaphorical perceptions about supervisors
Yazarlar (4)
Türkiye
Hacettepe Üniversitesi, Türkiye
Yıldız Teknik Üniversitesi, Türkiye
Prof. Dr. Uğur AKIN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Diğer hakemli uluslarası dergilerde yayınlanan tam makale |
| Dergi Adı | Educational Research |
| Dergi Tarandığı Indeksler | Index Copernicus |
| Makale Dili | İngilizce |
| Basım Tarihi | 01-2011 |
| Cilt No | 2 |
| Sayı | 10 |
| Sayfalar | 1602 / 1610 |
| Özet |
| In the traditional sense, supervision in education was thought to check the final product at the final stage and find out teachers’ faults in their classrooms to eliminate those who diverted from the regulations and standards (Daresh, 2001, p. 4). In the contemporary approach of education, supervision is based on the philosophy of training and improving. With this understanding, supervisors have adopted the image of counselor and guide. Contemporary approach of education emphasizes that supervision involves participation, research and evaluation. In this approach, supervisors have to enable teachers to understand the aims related to education by themselves, which could be attained by adopting the role of a counselor (Aydın, 1986, pp. 6-19). In this sense, supervision requires the involvement of teachers in the educational dialogues with the purpose of increasing student success and improving education (Sullivan and Glanz, 2000, p. 24). This purpose will be achieved by |
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