Abstract
The purpose of this study was to explore the techniques used by a language teacher educator working as a university supervisor to monitor and assist a group of English pre-service teachers learning how to teach during each stage of their practice teaching. Self-study was employed in this study to investigate the researcherûs inquiry-to make the implicit pedagogical practice of her supervision of pre-service teachers explicit or visible. Various data sources from her own practice were obtained and triangulated to analyze her own practices. The findings revealed that reflective practice can be used as a frame of reference for the university supervisor, acting as a mediator, to connect theory and practice for pre-service teachers to improve their quality of teaching.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.58837/CHULA.EDUCU.43.3.1
First Page
1
Last Page
22
Recommended Citation
Chinokul, Sumalee
(2015)
"Classroom Observation: A Self-study of a Language Teacher Educator Supervising Pre-service Teachers,"
Journal of Education Studies: Vol. 43:
Iss.
3, Article 1.
DOI: 10.58837/CHULA.EDUCU.43.3.1
Available at:
https://digital.car.chula.ac.th/educujournal/vol43/iss3/1
