Pendekatan penyeliaan dalam latihan mengajar pendidikan teknikal dan kejuruteraan

Abstract

The purpose of this study is to explore the supervisory beliefs of the university’s supervisors and to examine their supervisory styles as well as to observe the interactions in pre and post observation conferences respectively. This study also involves an examination of the instructional supervision conducted by the university’s supervisors and the implications to the student teacher’s learning to teach. Triangulation of non-participant observation, in-depth interviews and documents review were used for data collection. Data were then analyzed and coded manually. Unit analysis of this study are the university supervisor’s instructional supervision and the process of student teacher’s learning to teach in technical and engineering education teaching practicum in semester 1 of 2007/08 academic session. The social setting observed was the school’s manipulative skills workshop of the student teacher’s placement. The non-emergent intensity purposive sampling was used to select the participants. Ten participants (two university supervisors and eight student teachers) from five secondary schools in Johor were involved. Based on multiple case study design, results of the study revealed that supervisory beliefs of the university supervisor are more towards democratic principles which place more emphasis on highlighting the strength and weaknesses of student teacher’s instruction. This belief was found to be custom to their supervisory styles. Various styles of supervision were applied by the university supervisors where the directive’s informative style emerged as a dominant mode. Pre observation conferences were scarce whereas direct observation in the workshop and post observation conferences was prolific. During post observation conferences the university supervisors exhibited openness, transparency and flexibility in their interaction with student teachers. With regard to prior beliefs of student teachers, it was found that they tend to imitate the instruction of their former teachers. Learning to teach was learned through experiences and social interaction in schools. It was found that maturity and self confidence among student teachers had increased. In conclusion, instructional supervision should be conducted in a friendly manner to enable the student teachers to master an optimum instructional competency.