The impact of supervising teachers : are they really competent in providing assistance to teacher candidates' professional growth? : reflections from Turkey

Abstract

This study investigates how teacher candidates assess their supervising teachers’ supervisory competence in Turkey. Through a questionnaire and an interview schedule specifically developed for this study, teacher candidates were asked to assess their supervising teachers’ competence in terms of preparation for supervision, instructional planning and reflection, and collegial supervision and effective mentoring. Data were gathered from 690 teacher candidates, who went through practice teaching in their last year in college. The results indicated that most teacher candidates rated their supervising teachers as ‘poor’ or ‘partially competent.’ Although no main difference was found between supervising teachers’ competence in ‘preparation for supervision,’ and in ‘collegial supervision and mentoring,’ supervising teachers were deemed to be less competent in ‘instructional planning and reflection.’ Results showed that supervising teachers need to understand their role and responsibilities to demonstrate better supervisory skills for an effective practicum.