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Relevant bibliographies by topics / Supervising teachers

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Academic literature on the topic 'Supervising teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Supervising teachers"

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Ballu, Saldi Salmun, Lukas Manu, and Agus Maramba Meha. "Analisis Peran Supervisi Akademik Kepala Sekolah Kepada Guru IPA DI SMP Negeri 20 Kupang." EDUKATIF : JURNAL ILMU PENDIDIKAN 3, no. 1 (January 25, 2021): 20–26. http://dx.doi.org/10.31004/edukatif.v3i1.161.

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One important element in the implementation of education is the principal, who has the task of supervising and fostering the pattern of ongoing teaching activities, for example supervising all teachers in schools to help improve the quality of learning and the performance of a teacher. Often teachers experience various obstacles, which can arise from various factors so that the learning process is less than optimal. Therefore, the principal needs to provide academic supervision to help develop teacher competence and professionalism. The purpose of this study was to determine how the principal's academic supervision of science teachers at SMP Negeri 20 Kupang and the constraints in implementing academic supervision. The approach used is qualitative. Data collection techniques are observation, interviews, documentation, and questionnaires. The data were analyzed using the stages of data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the principal's academic supervision of the teacher had been carried out well, the principal had planned by preparing the supervision instrument and informing the schedule of supervision, the implementation of supervision using various techniques and principles. Evaluation and follow-up of academic supervision are carried out by discussing the results of supervision with the teacher, the school also holding workshops/training to improve and improve the quality of teachers in carrying out their duties at school. the implementation of academic supervision experiences obstacles that arise from the teacher, namely the lack of preparation of learning devices, the teacher does not master the material during the learning process and the teacher does not master the class, where it seems that students are difficult to control in the learning process.

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Alzamil, Jwahir. "Supervising English Teachers: Saudi Principals and the English Language Barrier." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 54. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.54.

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Principals’ supervision has been an important aspect of school leadership, which has aimed to improve the overall quality of teaching in schools by improving the work of individual teachers. This study has identified a need to fill an existing gap in the teaching supervision literature, as researchers have overlooked the possibility that principals’ mastery of the English language may affect the supervision of English language teachers. It therefore examines whether Saudi female principals who did not major in English language face difficulties supervising English language teaching in secondary schools. This study was carried out over a week. The data was collected from five female principals working in secondary schools by means of semi-structured interviews. The results showed that the main obstacle faced by principals supervising English language classes was understanding the English language itself. Data collected by the study show the need for Saudi Arabian principals to be aware of their limitations in understanding English when supervising English language teachers; having this information can be crucial for improving supervision and planning successful supervisory practices. Moreover, it can help principals evaluate themselves and review the way they supervise English language teachers.

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Cunha, Mariana, Paula Batista, and Amândio Graça. "A construção da identidade profissional do professor cooperante de Educação Física [The construction of the Physical Education cooperating teacher’s professional identity]." Journal of Sport Pedagogy & Research 7, no. 2 (November 2020): 41–51. http://dx.doi.org/10.47863/jmbb7646.

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This research focuses on the construction of the supervising teaching practice professional identity of the cooperating teacher. To this end, it explored the discourses on the teaching practices and teacher education experiences; the legitimate participation in teacher education and working spaces; and the teaching perspectives that substantiate the pedagogical relationships and learning trajectories in the context of professional practice. A case study was conducted to examine the narratives of cooperating teachers, an experienced and a beginner on the supervisory roles and tasks of the pedagogical practice of Physical Education pre-service teachers during an academic year. Data were gathered through interviews. The qualitative inductive thematic analysis was informed by grounded theory coding procedures. Themes included: i) challenges in interacting with the pre- service teachers; and ii) challenges in the (re)configuration of the supervisory practices. The reconstruction of the cooperating teacher’s professional identity happens in the doing of their roles, the confrontation with the challenges encountered, the negotiation of interactions with the pre-service teachers, and the implementation of teaching perspectives that inform their practices and pedagogical supervision relations.

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Laalisa. "EFEKTIVITAS PENGAWASAN SEKOLAH DASAR DI KOTA BAU-BAU." Jurnal Pendidikan 12, no. 1 (August 29, 2011): 52–61. http://dx.doi.org/10.33830/jp.v12i1.490.2011.

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The teacher profesionalism and accountability must be oriented to increase output quality. School supervising is part of the effort to increase student output and school quality. This research was aimed to elaborate: (1) the school's supervisor intensity in increasing elementary schoolteachers quality; (2) the quality of teachers at elementary school; and (3) the condition of elementary school supervisory management in Bau-Bau City. Data were analyzed descriptively.Results showed that the school's supervising were done regularly once or twice a month in the forms of evaluation and counseling. Teachers' mastery of the teaching skills were good. Mastery of classroom skills is the result of interaction of various factors, and one of these factors is the effectiveness of school supervision. Management factors that influence the regulatory policy of the school classroom teachers quality is generally considered adequate, except for the availability of financial resources which considered inadequate.

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Khazanatul Khairat. "SUPERVISI PENDIDIKAN DALAM MENGEMBANGKAN KOMPETENSI GURU MATEMATIKA PADA MADRASAH ALIYAH NEGERI (MAN) BEUREUNUEN KABUPATEN PIDIE." Visipena Journal 4, no. 1 (June 30, 2013): 1–11. http://dx.doi.org/10.46244/visipena.v4i1.111.

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Teaching supervision is one of factors influencing the development of teacher’s competence. This research used descriptive qualitative method. The data were collected through observation, interview and documentation. The subject of this research were the supervisors, principal, vice principal of curriculum affairs, math teachers, and chief of MGMP. The results of this research showed that (1) annual supervision program was compiled both for regency and municipality level by several supervisors employed by the coordinator of supervisor based on his authority that it then became a reference for supervisors in the area to compile semester program. (2) Techniques of supervision of education conducted by supervisors were class visit, class observation, orientation meeting, teacher meeting and sharing knowledge. The supervision conducted periodically based on supervision program. (3) The strategies used by supervisors in running their duties were collecting sample at each school, forming team teaching, and delegating vice principal and chief of MGMP. (4) The supporting factors were teachers’ willingness to be supervised and principal’s enthusiasm in supervising. On the other hand, the inhibiting factors were elderly supervisors recruited nearly retired, the amount of supervisors and teachers were disproportionately so that the supervision towards teachers were not balanced and there was no distribution of supervisors based on their background study.

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Budi Suhati Lestari, Sowiyah, and Dedy Hermanto Karwan. "The Principal’s Role as A Supervisor in Improving Teacher Performance at SDIT Baitul Jannah Bandar Lampung Performance." International Journal of Science, Technology & Management 1, no. 4 (November 30, 2020): 246–51. http://dx.doi.org/10.46729/ijstm.v1i4.72.

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Abstrak: Supervising is a cooperative service. Supervising can be understood to be helpful in two directions as it is applied. In other words, the supervised instructor and the supervisor themselves are promoted and reorganized so that, in turn, teachers may become professionals. This study was conducted to reveal: 1) The role of the Principal in Learning Preparation to enhance teacher success as an Instructional Supervisor. 2) The role of the Principal in integrating learning to increase success as an Instructional Supervisor. 3) The role of the Principal in Learning Assessment to enhance teacher efficiency as an Instructional Supervisor. The role of the Principal as a supervisor in improving teacher performance at SDIT BaitulJannah has been well achieved from the results of the study but needs to be improved again. The Principal has done his best to guide, direct, design, inspire, assess, and maintain good ties from within and outside the school. However, there were some hurdles, including the short-term supervision of all teachers. While support is required, namely the teachers' willingness to obtain guidance from SDIT Principal BaitulJannah, active involvement of students in school activities, help from superiors, and good relations between school members.

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Alzamil, Jwahir. "Principals’ Difficulties at Female Saudi Secondary Schools." Journal of Education and Learning 10, no. 2 (March 10, 2021): 124. http://dx.doi.org/10.5539/jel.v10n2p124.

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Teaching supervision is carried out by principals, and its purpose is to evaluate teachers’ teaching practices in the classroom. This study addresses a gap in the teaching supervision literature, which relates to the fact that studies in the teaching supervision literature have overlooked the obstacles principals face when supervising teachers in Saudi Arabia. The study was conducted over 10 days. Using semi-structured interviews, the data was collected from seven female principals in secondary schools. The results showed that the obstacles faced by principals fall into the following two categories: (a) obstacles to supervision caused by some teachers’ unhappiness about being observed in the classroom; and because some of them fail to admit to having faults; and (b) obstacles that centre on the classroom environment itself, including noisy students, boring classes, a large number of students, small classrooms, the large number of teachers in a single school, and having to supervise all the subjects. These findings indicate that: (a) principals encounter certain obstacles to supervising teachers which affect the quality of the supervision itself; and (b) supervision planners may be motivated to consider the obstacles faced by principals in their supervision of teachers, so having this information can be crucial for improving principals’ performance of supervision in Saudi Arabia.

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Novotová, Jitka, and Magda Nišponská. "Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice." Lifelong Learning 7, no. 1 (2017): 54–73. http://dx.doi.org/10.11118/lifele2017070154.

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The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.

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Lofquist, Eleanor W. "Insider's Guide to Supervising Student Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 4 (December 1986): 180–82. http://dx.doi.org/10.1080/00098655.1986.9959316.

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Fatimah, Sitti. "PERSEPSI MAHASISWA PPLK PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FBS UNP TERHADAP TUGAS DAN TANGGUNG JAWAB GURU PAMONG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 4, no. 1 (December 18, 2010): 59. http://dx.doi.org/10.24036/ld.v4i1.7395.

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This article is written based on the research aiming at describing the duties and responsibilities of supervising teachers during the conduction of student-teaching program in the period of January-June 2010 by English department students. The data was taken from the questionnaires given to the student-teachers whose perceptions about the supervising teachers’ duties and responsibilities. Generally, the questionnaires asked the sample about the performing of duties and responsibilities by supervising teachers in three periods: observation, guided teaching and independent teaching period. Based on the data it is found that although in the third (independent teaching) period the supervising teachers performed their duties and responsibilities well, both in the first (observation) and second (guided teaching) period the supervising teachers did not perform their duties and responsibilities as they should have been.

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Dissertations / Theses on the topic "Supervising teachers"

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Proctor, Kathleen Anne. "Co-operative teaching practice supervision : an analysis of how teachers, students teachers and supervising tutors may work together effectively." Thesis, Durham University, 1991. http://etheses.dur.ac.uk/1485/.

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Prigge, Debra J. "Supervising the special education paraprofessional in inclusionary settings /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7625.

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O'Neil, Kason M., and Diana Mozen. "Supervising Physical Education Student Teachers Through Live Remove Video." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4034.

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This session will discuss the benefits, limitations and future possibilities of using live remote video supervision during physical education student teacher practicum experiences. Presenters will share their experiences using live remote video supervision both in general and adapted PE settings, and provide university supervisors ideas for implementation at their own institution.

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Floyd, Loury Ollison. "Supervising paraeducators: Practices and perceptions of special education teachers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154064.

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Mitchell, Jane, and n/a. "Negotiating the practice of teaching : a study of evaluative discourse between student teachers and their associates." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061018.141211.

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The central question in this thesis is How do participants in the practicum interact in order to evaluate teaching practice? This question has been posed for several reasons: 1. The practicum is a crucial part of teacher education and teacher socialisation; 2. Little is known about the nature of student teacher learning during the practicum; 3. Much of what happens during practicum interactions is taken for granted, and needs to be made explicit in order to fully understand how student teachers learn and what it is important for them to know. In order to investigate this question this study examines the interactions between student teachers and their supervising teachers in post lesson conferences. These conferences are a site in which practicum participants evaluate teaching practice and in which values, beliefs and knowledge about teaching in the context of the classroom and the practicum are produced and reproduced. To obtain data on the ways in which participants interact in post lesson conferences tape recordings of conferences and interviews with participants have been collected and analysed. Three quite different cases are presented to show a spectrum of evaluative styles and interactions. In each case the language of the post lesson conferences is explored. A particular concern in the thesis has been to consider the ways in which the linguistic choices of the participants express their subjectivities as well as reflect the cultural and institutional context in which the post lesson conferences were located. In order to achieve this the study draws upon theoretical perspectives concerned with social practice, language and meaning. Fundamental to any evaluative interaction is its purpose, the relationship between the participants and the construction of the evaluative criteria. This study has sought to identify those routines that are a common part of and that underpin the purpose of evaluative interactions in post lesson conferences. By considering the differences between the interactions in each case, this research concludes that the degree of symmetry in the participants' evaluative relationship and the extent to which the evaluative criteria are made explicit are critical to the authority that student teachers have to negotiate their understandings, reflect on their practice and take responsibility for their own learning. The three cases provide a dynamic account of the evaluative process, and a more comprehensive account than has hitherto been provided in much of the literature. They also generate suggestions for future research in this important area of teacher education.

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Lau, Man-shing. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachers themselves." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037884.

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Lau, Man-shing, and 劉晚成. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachersthemselves." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955563.

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Smith, Barbara M. "Supervising Teaching Candidates Using Face-to-Face and Virtual Observations: Perceptions and Preferences of Special Educators." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7353.

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Providing effective supervision of student teachers and interns is critical in preparing quality special education teachers. To decrease the time commitment of supervisors, researchers have suggested using virtual observations which are generally viewed as a valuable resource. This study examined the experience of teacher candidates supervised with a combination of face-to-face visits and video observations. Groups of university faculty (supervisors) and students (teacher candidates) from a western university participated with both methods of supervision over three years and provided feedback to researchers. Results highlighted participants<'> satisfaction with the supervision process, including advantages and concerns with each type and ways the combination of methods gave added value and efficiency. Benefits of using the combination of observation types, which was most valued by both supervisors and candidates, were convenience and flexibility of scheduling, opportunities for self-evaluation, and the nature and timeliness of feedback. Future research might focus on using the combination of supervision methods with licensure candidates in other groups of professionals and teachers or examine specific aspects of using the technology.

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Strong, Velma Pauline Gilstrap. "The views of principals, supervising teachers, and chapter I paraprofessionals on the actual and ideal role behavior of chapter I paraprofessionals." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/1719.

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The purpose of this study was to determine if discrepancies existed in the views of principals, supervising teachers, and Chapter I paraprofessionals regarding the actual and ideal role behavior of Chapter I paraprofessionals. The study also sought to determine if there were discrepancies between paraprofessionals' knowledge of role content and role behavior. In addition, the differences among certain biographical variables: age, sex, education, experience, certification and role knowledge of the paraprofessionals were examined. The study was conducted during the 1988-89 school year. A questionnaire based on the job description of Chapter I paraprofessionals was developed by the researcher and mailed to randomly selected principals, supervising teachers, and Chapter I paraprofessionals in the elementary schools of a large metropolitan school system. The sample included 27 principals, 46 supervising teachers, and 46 paraprofessionals. Given a list of role behavior tasks on the questionnaire, the respondents were asked to identify actual duties performed by Chapter I paraprofessionals, give frequencies of duties, and indicate ideal duties that should be performed by the paraprofessionals. The paraprofessionals were also asked to complete a role knowledge questionnaire and demographic checklist of biographical variables. There was an 82 percent return of completed questionnaires. FINDINGS Significant differences were found in the views of principals, supervising teachers, and the paraprofessionals themselves regarding ideal role behavior of paraprofessionals. Significant differences were found between the views of Chapter I paraprofessionals concerning their actual role behavior and their role knowledge. A significant difference was found among age groups of paraprofessionals regarding role knowledge. It was recommended that administrators, supervising teachers, and Chapter I paraprofessionals be more involved in the planning, implementation, and evaluation of the Chapter I program. Adherence to the guidelines should be an important focus; and superintendents should ensure that principals and staff adhere to the guidelines. Additionally, there should be frequent monitoring of Chapter I services with technical support and assistance available from area, central, and state consultants. In-service should be given at the beginning and continue throughout the school year. Mature and better educated paraprofessionals should be hired for the Chapter I program.

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Palma, Gisele. "A ação mediadora da supervisão escolar e a ruptura de práticas tradicionais: uma reorganização do tempo e do espaço escolar." Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1934.

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Made available in DSpace on 2015-03-04T20:03:28Z (GMT). No. of bitstreams: 0 Previous issue date: 13
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A pesquisa teve por objetivo investigar a ação da supervisão escolar, enquanto mediadora do processo de ruptura de posturas tradicionais e de construção de novos saberes, no cotidiano da escola, tendo como campo empírico a Escola Municipal de Ensino Fundamental Senador Salgado Filho – SL/RS, a qual implementou, sob a coordenação da supervisão, o Projeto de Isonomia de Carga-Horária e Salas Temáticas – uma reorganização do tempo e do espaço escolar! A investigação teve caráter qualitativo e o estudo foi organizado sob duas categorias centrais (a ação supervisora e os saberes dos professores), possibilitando o diálogo com pesquisadores que deram sustentação teórica para a compreensão dos achados. Chistov, Cunha, Pimenta e Placco, fundamentalmente sustentaram a primeira categoria; e Charlot, Gómez, Libâneo, Pimenta, Tardif, a segunda. Outros pesquisadores iluminaram as descobertas desta pesquisa, trazendo referencias para as duas categorias, tais como Azevedo, Brandão, Freire, Rios e Sousa Santos. Na busca pelo

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Books on the topic "Supervising teachers"

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Cuenca, Alexander. Supervising Student Teachers. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8.

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Wayne, Beasley W., ed. Supervising student teachers the professional way: A guide for cooperating teachers. 4th ed. Terre Haute, IN: Sycamore Press, 1989.

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Henry, Marvin A. Supervising student teachers the professional way: A guide for cooperating teachers. 7th ed. Lanham, Md: Rowman & Littlefield, 2010.

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Wayne, Beasley W., and Brighton Kenneth L. 1949-, eds. Supervising student teachers the professional way: A guide for cooperating teachers. 6th ed. Terre Haute, IN: Sycamore Press, 2002.

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Wayne, Beasley W., ed. Supervising student teachers the professional way: A guide for cooperating teachers. 5th ed. Terre Haute, IN: Sycamore Press, 1996.

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Pajak, Edward. Supervising instruction: Differentiating for teacher success. 3rd ed. Norwood, MA: Christopher-Gordon Publishers, 2008.

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1950-, Ashbaker Betty Y., ed. Supporting and supervising your teaching assistant. London: Continuum, 2009.

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Morgan, Jill. Supporting and supervising your teaching assistant. London: Continuum, 2009.

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Hedges, Lowell E. Supervising the beginning teacher: An affirming approach. Danville, Ill: Interstate Printers & Publishers, 1989.

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R, Yarling James, ed. Student teaching casebook for supervising teachers and teaching interns. New York: Merrill, 1994.

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Book chapters on the topic "Supervising teachers"

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Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers, 3–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.

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Ritter, Jason K. "Personal Examples of Self-Study as a Means of Developing and Enacting a Pedagogy of Supervision." In Supervising Student Teachers, 139–55. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_10.

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Garrett, H. James. "Rethinking the Spaces of Supervision." In Supervising Student Teachers, 157–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_11.

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Rodgers, Adrian. "Supervision 1.3." In Supervising Student Teachers, 169–89. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_12.

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Byrd, David, and Jay Fogleman. "The Role of Supervision in Teacher Development." In Supervising Student Teachers, 191–210. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_13.

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Cuenca, Alexander. "The Problematology of Supervising Student Teachers." In Supervising Student Teachers, 21–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_2.

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Schmeichel, Mardi. "Check it Before you Wreck It." In Supervising Student Teachers, 33–45. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_3.

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Dinkelman, Todd. "Observation Reports and the Mystery of Supervising Student Teachers." In Supervising Student Teachers, 47–59. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_4.

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Trout, Muffet. "Care Theory." In Supervising Student Teachers, 63–76. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_5.

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Trout, Muffet. "Care Theory." In Supervising Student Teachers, 77–92. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_6.

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Conference papers on the topic "Supervising teachers"

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Navrátilová, Hana, and Petra Trávníčková. "PRINCIPLES OF SUPERVISING TEACHERS´ WORK WITH STUDENT TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2362.

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Wiegerová, Adriana, and Peter Gavora. "TRAINING OF SUPERVISING TEACHERS TO SUPPORT THE PROFESSIONAL GROWTH OF PRESERVICE TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1642.

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Richter, Kristina, Regina Bruder, Johannes Konert, Stefan Gobel, and Ralf Steinmetz. "Supervising Knowledge Sharing in the Classroom: Supporting Teachers' Individual Diagnosis and Instruction in a Peer Education Scenario." In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.85.

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Friesel, Anna. "Experiences With International Project Teams Working With Robot Design." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59180.

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This paper summarizes the activities, contents and overall outcomes of our experiences with international project teams working with different engineering projects, in particular the Interdisciplinary Project on fourth semester (TVP4E). The TVP4E course combines the theory and practical design of small autonomous robots. The theoretical part includes mathematical modeling, system dynamics, control theory, digital and analogue electronics, and microprocessors. The practical project is to design an autonomous robot performing two tasks: compulsory task decided by the teachers and the free task decided by students. The success of this particular fourth semester project inspired us to start other international project semesters. Globalization makes it necessary to cooperate on an international platform. A great contributor to globalization is the student mobility program within the EU, like the Socrates-Erasmus program. At the Copenhagen University College of Engineering we have more then 50 active Socrates-Erasmus agreements. Beside that we have bilateral agreements with many non-European countries. Usually the exchange students come to us after 2–3 years of studying in their home countries. Their prerequisites are in most cases the basics of mathematics and physics, but there is very big variety in their practical skills, like electronics and programming. Some of them do not have much experience in working with projects. The challenge of supervising the international teams is to motivate the students with different prerequisites to study the theory and work together with other students from very different cultures with a practical engineering project. In conclusion we describe the benefits from this program to all of us: students, teachers and the universities.

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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

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Nurkolis, Nurkolis, Rini Warastuty, and Yovitha Yuliejantiningsih. "Do Academic Supervision and Activities in MGMP (Subject Teacher Deliberations) Increase Teachers Performance?" In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.203.

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Rahmat, Abdul, and Halim K. Malik. "Supervision Participatory of Training Model Nonformal Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.12.

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Lino, Dalila, Rita Friães, Cristina Parente, Fátima Vieira, Clara Craveiro, and Brigite Silva. "THE PEDAGOGICAL SUPERVISION PROCESS IN EARLY CHILDHOOD TEACHER EDUCATION: THE PERSPECTIVE OF INSTITUTIONAL SUPERVISORS AND COOPERATING TEACHERS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1589.

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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.

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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.

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Casmito, RC Achmad Rifai, and Muhammad Harlanu. "The Effect of Academic Supervision and Teacher Participation in Subject Teacher’s Meeting on Improving Teacher Performance of Islamic Junior High School." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.028.

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