Teachers as collaborative learners in clinical supervision: a state‐of‐the‐art review1

Smyth, John (1984) Teachers as collaborative learners in clinical supervision: a state‐of‐the‐art review1. Journal of Education for Teaching, 10 (1). pp. 24-38. ISSN 0260-7476

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Abstract

While there is an abundance of rhetoric in the educational literature that exhorts teachers to be more critical and reflective of their teaching, that same body of literature is desperately short on practical advice. This paper specifically addresses a tried and tested process of peer or colleague consultation as a way of enabling teachers to develop the kind of collaborative relationship conducive to interclass visitation, observation and discussion. Accordingly, ‘clinical supervision’ is proposed as a framework within which teachers can begin the difficult task of uncovering the layers of meaning in their teaching, by engaging in ‘frequent, continuous and increasingly concrete and precise talk about their teaching.’

Item Type:	Article
Subjects:	L Education > L Education (General)
Schools:	School of Education and Professional Development
Related URLs:	Author Publisher
Depositing User:	Elizabeth Boulton
Date Deposited:	08 Apr 2015 10:42
Last Modified:	28 Aug 2021 11:49
URI:	https://eprints.hud.ac.uk/id/eprint/24103

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