| Preface |
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xiii | |
| Acknowledgments |
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xv | |
| Chapter 1 Doing supervision: Roles and skills |
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1 | (33) |
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Case for analysis: Your new job as a language teacher supervisor |
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2 | (1) |
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Supervision as a profession |
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2 | (2) |
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What is language teacher supervision? |
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4 | (2) |
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Supervisors' varied roles in professional contexts |
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6 | (2) |
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Roles of teacher supervisors in general education |
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8 | (5) |
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Supervisory roles in language education contexts |
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13 | (4) |
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17 | (5) |
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The case approach to teaching and learning |
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22 | (5) |
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27 | (7) |
| Chapter 2 Awareness and attitude |
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34 | (20) |
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Case for analysis: A question of varieties |
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34 | (1) |
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Awareness and language teacher supervision |
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35 | (5) |
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Attitudes, language teaching, and language teacher supervision |
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40 | (2) |
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Sociocultural theory and language teacher supervision |
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42 | (2) |
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Working with teachers' knowledge and skills |
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44 | (3) |
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Attitudes, awareness, and teachers' journals |
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47 | (2) |
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Promoting awareness and development |
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49 | (1) |
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50 | (4) |
| Chapter 3 Autonomy and authority |
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54 | (27) |
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Case for analysis: The "teacher's pet" issue |
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54 | (1) |
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Autonomy in second language learning and teaching contexts |
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55 | (5) |
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Autonomy, supervision, and power |
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60 | (3) |
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Autonomy and self-regulated action |
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63 | (5) |
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Autonomy in decision making and action taking |
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68 | (5) |
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73 | (4) |
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77 | (4) |
| Chapter 4 Issues in observing language teachers |
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81 | (18) |
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Case for analysis: Getting through the door |
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81 | (1) |
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To observe or not to observe: That is the first question |
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82 | (4) |
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To collect data or not to collect data: That is the second question |
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86 | (6) |
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Key concepts in data collection |
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92 | (3) |
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95 | (4) |
| Chapter 5 Manual data collection procedures |
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99 | (23) |
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Case for analysis: Wrong place on the audiotape |
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99 | (1) |
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Generating field notes as classroom data |
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100 | (12) |
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Using observation instruments |
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112 | (6) |
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118 | (4) |
| Chapter 6 Electronic data collection procedures |
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122 | (18) |
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Case for analysis: Working with a transcript |
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122 | (1) |
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Using audiotapes to collect observational data |
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123 | (1) |
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Using videotapes to collect observational data |
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124 | (3) |
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Advantages and disadvantages of electronic data collection |
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127 | (2) |
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129 | (2) |
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Triangulation in data collection |
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131 | (1) |
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Technological developments in supervision |
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132 | (3) |
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135 | (5) |
| Chapter 7 The post-observation conference |
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140 | (20) |
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Case for analysis: Classroom control issues |
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140 | (1) |
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The role of feedback in language teacher supervision |
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141 | (7) |
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Factors affecting supervisory discourse |
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148 | (2) |
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Macroanalyses of the post-observation conference |
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150 | (6) |
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Supervisors' nonverbal behavior during post-observation conferences |
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156 | (1) |
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157 | (3) |
| Chapter 8 Mitigation and the microanalysis of supervisory discourse |
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160 | (22) |
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Case for analysis: A tricky post-observation conference |
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160 | (4) |
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Face-threatening acts in the feedback conference |
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164 | (2) |
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Mitigation in supervisory discourse |
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166 | (5) |
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Syntactic mitigation devices |
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171 | (3) |
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Semantic mitigation devices |
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174 | (3) |
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Indirect mitigation devices |
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177 | (2) |
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179 | (3) |
| Chapter 9 Purposes, participants, and principles in language teacher evaluation |
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182 | (24) |
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Case for analysis: Summative evaluation of two teachers |
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182 | (2) |
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Purposes of teacher evaluation |
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184 | (1) |
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Sources of input: Participants in the language teacher evaluation process |
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185 | (7) |
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Principles for language teacher evaluation |
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192 | (2) |
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194 | (4) |
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Problems in language teacher evaluation |
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198 | (4) |
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202 | (4) |
| Chapter 10 Criteria for language teacher evaluation |
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206 | (19) |
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Case for analysis: Letter of recommendation |
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207 | (1) |
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208 | (5) |
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Problems in defining effective teaching |
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213 | (4) |
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Factors influencing teacher effectiveness |
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217 | (2) |
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Allocated time and engaged time |
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219 | (3) |
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222 | (3) |
| Chapter 11 Supervising preservice language teachers |
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225 | (26) |
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Case for analysis: The practicum student |
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225 | (1) |
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The prevalence of research on preservice teacher supervision |
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226 | (1) |
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Situational leadership and language teacher supervision |
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227 | (6) |
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Participants in the supervision of student teachers |
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233 | (9) |
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Problems in giving feedback to preservice teachers |
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242 | (5) |
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247 | (4) |
| Chapter 12 Supervising teaching assistants |
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251 | (16) |
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Case for analysis: Rater reliability |
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251 | (1) |
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The work of teaching assistants |
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252 | (1) |
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The central dilemma in supervising teaching assistants |
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253 | (4) |
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International teaching assistants |
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257 | (1) |
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Coordination and quality control |
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258 | (2) |
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Strategies for supervising teaching assistants |
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260 | (2) |
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262 | (5) |
| Chapter 13 Supervising in-service language teachers |
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267 | (26) |
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Case for analysis: The curriculum issue |
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267 | (2) |
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Teacher decision making and language teacher supervision |
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269 | (7) |
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276 | (1) |
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Attitudinal factors in the supervision of language teachers |
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277 | (7) |
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Research on supervision in in-service contexts |
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284 | (5) |
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289 | (4) |
| Chapter 14 Supervising non-native-speaking teachers |
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293 | (21) |
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Case for analysis: Working with less-than-proficient language teachers |
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293 | (1) |
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Nativeness in the broader context |
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294 | (3) |
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Issues in working with non-native teachers |
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297 | (1) |
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Strategies for supporting non-native-speaking language teachers |
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298 | (2) |
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Defining language proficiency standards for teachers |
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300 | (6) |
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Language teachers' perceptions |
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306 | (4) |
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310 | (4) |
| Chapter 15 Professionalism, paradigm shifts, and language teacher supervision |
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314 | (31) |
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Case for analysis: Exploring our options |
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315 | (3) |
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Teacher professionalism and language teacher supervision |
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318 | (7) |
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Reflective teaching and language teacher supervision |
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325 | (7) |
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Alternatives to supervision |
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332 | (8) |
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Supervision in service to teaching and learning |
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340 | (1) |
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341 | (4) |
| References |
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345 | (28) |
| Author index |
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373 | (6) |
| Subject index |
|
379 | |
