The Impact of Clinical Supervision on the Teaching Effectiveness of Primary School Student Teachers

Author: Yi-Ku Ting(office of Internship Supervision and Placement, Taipei Municipal Teachers College),Derray Chang(Institute of Compulsory Education, Taipei Municipal Teachers College)

Vol.&No.：Vol. 51, No.2
Date：October 2006
Pages：219-236
DOI：10.3966/2073753X2006105102010

Abstract：

The main purpose of this study was to examine the impact of clinical supervision on the teaching effectiveness of student teachers. In order to accomplish this goal, an experiment was designed that could verify whether there was a significant difference as regards the teaching effectiveness of student teachers having clinical supervision and that of those under traditional supervision. The population consisted of 30 student teachers, 15 in the treatment group and 15 in the comparison group. Results were analyzed by using statistical analysis via ANCOVA. In addition, a semi-structured interview was employed to collect the perceptions of the student teachers and the mentor teachers with regard to the process of clinical supervision and its impact on teaching effectiveness. The main findings of this study were as follows: (1) in the treatment group, the student teachers’ teaching effectiveness was moderately high; (2) clinical supervision had a significantly positive impact on the student teachers in the treatment group, and this impact was clear in 3 different instructional domains and with regard to12 instructional behaviors. Based on these findings, the authors make several suggestions intended for teacher-education institutes, elementary schools and student teachers; they also make some suggestions for further research.

Keywords：teaching effectiveness, student teacher, mentor teacher, clinical supervision

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