Clinical Supervision and Teacher Thought Processes
Keywords:
clinical supervision, instructional supervision, teaching research, classroom observation, teacher evaluationAbstract
This paper attempts to develop a conceptual link between recent research on teaching, particularly on teacher thought processes, and clinical supervision. The author's thesis is that knowledge derived from research on teaching constitutes the substantive base upon which the rigorous analysis of teaching espoused by the clinical approach can be established. Goldhammer's (1969) five-phase cycle is analyzed in light of recent "commitments to teaching" identified by Dunkin and Biddle (1974). More significantly, the paper analyzes the clinical approach in light of the growing research on teacher thought processes and exposes a potential gap in the clinical framework. The author argues that the link between clinical supervision and teacher thought processes warrants a modification of the cycle in the form of the "isotopex" - a brief exchange at the conclusion of the observation phase that provides for evaluation in terms of preactive and interactive objectives and strategies.
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