Year:2022   Volume: 3   Issue: 2   Area: Education

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Rawan Wael SIAJ

CLINICAL SUPERVISION BETWEEN REALITY AND HOPE: A COMPARATIVE STUDY

This research aims to reveal the mechanism of applying clinical supervision in depth in all three stages, in the schools in its supervisory system of the (Islamic Awqaf Committee) under the supervision of the Jerusalem Directorate of Palestinian Education, through the participation of a new teacher who specializes in computer engineering and works to teach the research of technological education from the fifth to eighth grade basic, which is in fact a teacher supervised by the Department of Educational Supervision in the Directorate of Jerusalem, which follows the instructions of the Department of Supervision and Educational Rehabilitation in the Ministry of Education, where it applies the procedures of traditional specialized supervision, which differs in the mechanism of its implementation from the clinical supervision that has spread its reputation and called on all educational studies to adopt it in the process of supervision of its valuable benefits at the level of teacher and student and educational process, and accordingly the researcher applied this type of supervision and work to compare the two methods through the discussion of the teacher and obtain a detailed feedback for each stage and what characterized it from the supervision that currently exists. The research try to answer the questions, the most important of which is: is clinical supervision significantly distinct from the supervision currently applied in Palestinian schools so that it is worth applying at all stages? What developments does clinical supervision provide to the teacher and student? The results of the study found the effectiveness of the observation tools used during the second phase because they provided the supervisor with a variety of tools to make the observation, and also directed his focus towards one problem agreed in advance with the teacher, he observes objectively and with a high level of focus and accuracy, ignoring all teaching behaviors currently and retaining them during the preliminary session of another planning meeting, providing educational and academic support to the teacher in a professional and professional manner. One of the results of the study is that clinical supervision requires a much more time than what is actually implemented, although the educational supervision currently applied includes three stages: tribal meeting, classroom attendance, and distance meeting. However, the procedures and techniques of these three stages are totally different from those of clinical supervision, especially with regard to taking a prior appointment in coordination with the teacher before attending by the educational supervisor, which is not applied in the current supervision. Although clinical supervision is important based on this field trial and feedback provided by the teacher, this does not make it ideal given the responsibilities of the educational supervisor with the very large time it takes more than five hours per week, and with the number of teachers distributed to each supervisor, but the supervisor can identify some new and distinguished teachers or those who do not readily recognize their weaknesses from the practice of clinical supervision with them, and can benefit from the benefit of One of his techniques with other teachers without including all stages in detail such as classroom observation tools and data analysis because arming the supervisor with these tools lends credibility and ability to diagnose and analyze and then provide effective professional support, while emphasizing the need to avoid the element of surprise during the implementation of supervisory visits because of their vital impact on the performance of the teacher and gain his trust and respect to serve the entire learning educational process.

Keywords: Clinical, Educational, Methods.

http://dx.doi.org/10.47832/2791-9323.2-3.11


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