How does supervision support inclusive teacherhood?
Keywords:
Supervision, Inclusive Teacherhood, Supervisor with a teaching background, Focus group interviewsAbstract
Supervision is a multidimensional concept and phenomenon. In this study, the advantages of supervision and its development in inclusive teacherhood was studied. Inclusive teacherhood means a teacher’s professional development and the school culture’s change toward participatory school for all students. The study analyzed the views of supervisors with a teaching background on how supervision can be a way to support inclusive teacherhood and its development. This was a qualitative research. The data were obtained using the focus-group interview method focused on supervisors with a teaching background. The interviews were conducted in five places in Finland. The analysis involved a combination of phenomenography, particularly the application called the variation theory, and the classic analysis that is typical of the focus-group research method. According to the findings, supervision provides individual and communal support to inclusive teacherhood. Individual support was given in four ways: empowering and promoting new teacherhood, clarifying teachers’ professional growth and roles, helping teachers to evaluate their work, and supporting teachers in challenges at work. Communal support was manifested as strengthening collaboration, promoting a change in the work culture of a school, and developing a communal work approach. At its best, supervision can enable teachers’ professional, communal, and personal development in an inclusive learning environment, but more time, resources, and opportunities for supervision should be arranged for teachers.
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References
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Ainscow, M. (2008). Teaching for diversity: The next big challenge. In F. Connelly, M. He, & J. Phillion, J. (Eds.), The Sage handbook of curriculum and instruction (pp. 240-259). Los Angeles, CA: SAGE. doi: 10.4135/9781412976572.n12
Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124. doi: 10.1007/s10833-005-1298-4.
Alila, S. (2014). ”Työnohjaus auttaa löytämään omia vahvuuksia ja.... toimintakulttuurin luomisessa” Työnohjaus inklusiivisen opettajuuden tukena [“Supervision helps you to find our strengths and… to create the work culture.” Supervision as the support for inclusive teacherhood]. (PhD Diss., University of Lapland, Rovaniemi, Finland.)
Bourke, P. (2009). Professional development and teacher aides in inclusive education contexts: where to from here? International Journal of Inclusive Education, 13(8), 817-827. DOI: 10.1080/13603110802128588
Brunero, S., & Stein-Parbury, J. (2008). The effectiveness of clinical supervision in nursing: an evidenced based literature review. Australian Journal of Advanced Nursing, 25(3), 86-94.
Carroll, M. (2010). Supervision: Critical reflection for transformational learning (Part 2). The Clinical Supervisor, 29(1), 1-19. doi: 10.1080/07325220903344015
Clouder, L., & Sellars, J. (2004). Reflective practice and clinical supervision: an interprofessional perspective. Journal of Advanced Nursing, 46(3), 262-269. doi: 10.1111/j.1365-2648.2004.02986.x
Connor, M., & Pokora, J. (2012). Coaching and mentoring at work. Developing effective practice. (2nd ed.) Maidenhead: Open University Press.
Dahlin, B. (2007). Enriching the theoretical horizons of phenomenography, variation theory and learning studies. Scandinavian Journal of Educational research, 51(4), 327-346. doi: 10.1080/00313830701485437
de Janasz,S. D., & Sullivan, S. E. (2004). Multiple mentoring in academe: Developing the professorial network. Journal of Vocational Behavior, 64, 263–283. doi: 10.1016/j.jvb.2002.07.001
Denver, S., & Shiflett, C. (2011). Art-based supervision techniques. The Clinical Supervisor, 30(2), 257-276.
Edwards, D. (2010). Play and metaphor in clinical supervision: keeping creativity alive. The Arts in Psychotherapy, 37(3), 248-254. doi:10.1016/j.aip.2010.04.011
Evans, C., Williams, J., King, L., & Metcalf, D. (2010). Modeling, guided instruction, and application of UDL in a rural special education teacher preparation program. Rural Special Education Quarterly, 29(4), 41-48.
Falender, C., Burnes, T., & Ellis, M. (2012). Multicultural clinical supervision and benchmarks: Empirical support informing practise and supervisor training. The Counseling Psychologist, 41(1), 8-27. doi: 10.1177/0011000012438417
Florian, L. (2009). Preparing teachers to work in ‘school for all’. Teaching and teacher education, 25(4), 533-534. doi:10.1016/j.tate.2009.02.003
Gillespie, J. (2012). Teaching Note: Enhancing social work education through team-based learning. Journal of Social Work Education, 48(2), 377-387. doi:10.5175/JSWE.2012.200900014
Goodman, I., Brady, M., Duffy, M., Scott, J., & Pollard, N. (2008). The effects of “bug-in-ear” supervision on special education teachers’ delivery of learn units. Focus on Autism and Other Developmental Disabilities, 23(4), 207-216. doi: 10.1177/1088357608324713
Hanna, F. (2011). Freedom: Toward an integration of the counseling profession. Counselor Education & Supervision, 50(6), 362-385. doi: 10.1002/j.1556-6978.2011.tb01921.x
Hawkins, P., & Shohet, R. (2012). Supervision in the helping professions. (4th ed.) Maidenhead: Open University Press.
Henderson, P. (2009). Supervision training: Issues and approaches. Volume 2. London: Karnac Books.
Hesse-Biber, S., & Leavy, P. (2011). The practise of qualitative research. (2nd ed.) Thousand Oaks, CA: SAGE.
Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216. doi:10.1016/j.tate.2008.09.001
Hulgin, K. & Drake, B. (2011). Inclusive education and the No child left behind act: resisting entrenchment. International Journal of Inclusive Education, 15(4), 389-404. doi: 10.1080/13603110903030105
Ibrahim, A. (2013). Approaches to supervision of student teachers in one UAE teacher education program. Teaching and Teacher Education, 34, 38-45. doi: 10.1016/j.tate.2013.04.002
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542. doi:10.1016/j.tate.2009.02.010
Krueger, R., & Casey, M. (2009). Focus groups. A practical guide for applied research. (4th ed.) Thousand Oaks, CA: SAGE.
Laarhoven, T., Munk, D., Lynch, K., Bosma, J., & Rouse, J. (2007). A model for preparing special and general education preservice teachers for inclusive education. Journal of Teacher Education, 58(5), 440-455. doi: 10.1177/0022487107306803
Ladany, N., Mori, Y., & Mehr, K. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41(1), 28-47. doi: 10.1177/0011000012442648
Lakkala, S. & Määttä, K. (2011). Towards a theoretical model of inclusive teaching strategies - an action research in an inclusive elementary class. Global Journal of Human Social Science, 11(8), 31-40.
Lakkala, S., Uusiautti, S., & Määttä, K. (2014). How to make the neigbourhood school a school for all? Finnish teachers´ perceptions of educational reform aiming toward inclusion. Journal of Research in Special Educational Needs, iFirst. doi: 10.1111/1471-3802.12055
Lambrechts, F., Grieten, S., Bouwen, R., & Corthouts, F. (2009). Process consultation revisited. Taking a relational practice perspective. Journal of Applied Behavioral Science, 45(19), 39-58. doi: 10.1177/0021886308326563
Luke, M., Ellis, M., & Bernard, J. (2011). School counselor supervisors’ perceptions of the discrimination model of supervision. Counselor Education & Supervision, 50(5), 328-343. doi: 10.1002/j.1556-6978.2011.tb01919.x
Löfmark, A., Morberg, Å., Öhlund, L., & Ilicki, J. (2009). Supervising mentors´ lived esperience on supervision in teach, nursing, and social care education. A participation-oriented phenomenological study. Higher Education, 57(1), 107-123. doi:10.1007/s10734-008-9135-3
Marton, F. (1988). Phenomenography. A research approach to investigating different understandings of reality. In R. Sherman & R. Webb (Eds.), Qualitative research in education. Focus and methods (pp. 141-161). London: Falmer-Press.
McCurdy, K. (2006). Adlerian supervision: A new perspective with a solution focus. Journal of Individual Psychology, 62(2), 141-153.
McGuire, J., Scott, S., & Shaw, S. (2006). Universal design and its applications in educational environments. Remedial and Special Education, 27(3), 166-175. doi: 10.1177/07419325060270030501
McLean, P., & Hudson, F. (2012). Completely revised handbook of coaching: A developmental approach. (2nd ed.) Somerset: Wiley.
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21-30. doi: 10.3200/PSFL.52.2.21-30
Milne, D. (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46(4), 437-447. doi: 10.1348/014466507X197415
Milne, D., & James, I. (2002). The observed impact of training on competence in clinical supervision. British Journal of Clinical Psychology, 41(1), 55-72. doi: 10.1348/014466502163796
Morgan, D. (2008). The focus groups. In L. Given (Ed.), The Sage encyclopedia of qualitative research methods (pp. 353-355). Thousand Oaks, CA: SAGE.
Paliokosta, P., & Blandford, S. (2010). Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 25(4), 179-186. doi: 10.1111/j.1467-9604.2010.01464.x
Pattison, S. (2010). Reaching out: A proactive process to include young people with learning disabilities in counselling in secondary schools in The UK. British Journal of Guidance & Counselling, 38(3), 301-311. doi:10.1080/03069885.2010.491849
Potmesilova, P., Potmesil, M., & Roubalova, M. F. (2013). Supervision as a prevention and support teachers in inclusive education. Electronic Journal for Inclusive Education, 2(11), Art 3, 1-12.
Samuels, C. (2007). ‘Universal design’ concept pushed for education. Education Week, 27(10), 1-12.
Shachar, R., Nasim, R., Leshem, T., Rosenberg, J., Schmidt, A., & Schmuely, V. (2012). Power hierarchy, multiple truth and innovations in narrative supervision. Journal of Systematic Therapies, 31(4), 34-48. doi: 10.1521/jsyt.2012.31.4.34
Shepherd, K., & Hasazi, S. (2009). Leadership for social justice and inclusion. In I. Florian (Ed.), The SAGE Handbook of special education (pp. 476-487). London: SAGE.
Shevlin, M. (2010). Count me in! Ideas for actively engaging students in inclusive classrooms. London: Jessica Kingsley Publishers.
Singal, N. (2008). Working towards inclusion: Reflections from the classroom. Teaching and Teacher Education, 24(6), 1516-1529. doi:10.1016/j.tate.2008.01.008
Spaulding, I., & Flanagan, J. (2012). Dis2ect. A framework for effective inclusive science instruction. Teaching Exceptional Children, 44(6), 6-14.
Stark, M., Frels, R., & Garza, Y. (2011). The use of sand-tray in solution-focused supervision. The Clinical Supervisor, 30(2), 277-290.
Stewart, D., Shamdasani, P., & Rook, D. (2007). Focus groups. Theory and practice. Thousand Oaks, CA: SAGE.
Sundli, L. (2007). Mentoring - A new mantra for education? Teaching and Teacher Education, 23(2), 201-214. doi:10.1016/j.tate.2006.04.016
Symeonidou, S., & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543-550. doi:10.1016/j.tate.2009.02.001
Vaughn, S., Schuman, J. S., & Sinagub, J. (1996). Focus Group interviews in education and psychology. Thousand Oaks, CA: SAGE.
Zepeda, S. (2011). Instructional supervision, coherence and job-embedded learning. In T. Townsend & J. MacBeath (Eds.), International handbook of leadership for learning (pp. 741-756). Dordrecht: Springer Netherlands. doi:10.1007/978-94-007-1350-5_41
Ainscow, M. (2008). Teaching for diversity: The next big challenge. In F. Connelly, M. He, & J. Phillion, J. (Eds.), The Sage handbook of curriculum and instruction (pp. 240-259). Los Angeles, CA: SAGE. doi: 10.4135/9781412976572.n12
Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124. doi: 10.1007/s10833-005-1298-4.
Alila, S. (2014). ”Työnohjaus auttaa löytämään omia vahvuuksia ja.... toimintakulttuurin luomisessa” Työnohjaus inklusiivisen opettajuuden tukena [“Supervision helps you to find our strengths and… to create the work culture.” Supervision as the support for inclusive teacherhood]. (PhD Diss., University of Lapland, Rovaniemi, Finland.)
Bourke, P. (2009). Professional development and teacher aides in inclusive education contexts: where to from here? International Journal of Inclusive Education, 13(8), 817-827. DOI: 10.1080/13603110802128588
Brunero, S., & Stein-Parbury, J. (2008). The effectiveness of clinical supervision in nursing: an evidenced based literature review. Australian Journal of Advanced Nursing, 25(3), 86-94.
Carroll, M. (2010). Supervision: Critical reflection for transformational learning (Part 2). The Clinical Supervisor, 29(1), 1-19. doi: 10.1080/07325220903344015
Clouder, L., & Sellars, J. (2004). Reflective practice and clinical supervision: an interprofessional perspective. Journal of Advanced Nursing, 46(3), 262-269. doi: 10.1111/j.1365-2648.2004.02986.x
Connor, M., & Pokora, J. (2012). Coaching and mentoring at work. Developing effective practice. (2nd ed.) Maidenhead: Open University Press.
Dahlin, B. (2007). Enriching the theoretical horizons of phenomenography, variation theory and learning studies. Scandinavian Journal of Educational research, 51(4), 327-346. doi: 10.1080/00313830701485437
de Janasz,S. D., & Sullivan, S. E. (2004). Multiple mentoring in academe: Developing the professorial network. Journal of Vocational Behavior, 64, 263–283. doi: 10.1016/j.jvb.2002.07.001
Denver, S., & Shiflett, C. (2011). Art-based supervision techniques. The Clinical Supervisor, 30(2), 257-276.
Edwards, D. (2010). Play and metaphor in clinical supervision: keeping creativity alive. The Arts in Psychotherapy, 37(3), 248-254. doi:10.1016/j.aip.2010.04.011
Evans, C., Williams, J., King, L., & Metcalf, D. (2010). Modeling, guided instruction, and application of UDL in a rural special education teacher preparation program. Rural Special Education Quarterly, 29(4), 41-48.
Falender, C., Burnes, T., & Ellis, M. (2012). Multicultural clinical supervision and benchmarks: Empirical support informing practise and supervisor training. The Counseling Psychologist, 41(1), 8-27. doi: 10.1177/0011000012438417
Florian, L. (2009). Preparing teachers to work in ‘school for all’. Teaching and teacher education, 25(4), 533-534. doi:10.1016/j.tate.2009.02.003
Gillespie, J. (2012). Teaching Note: Enhancing social work education through team-based learning. Journal of Social Work Education, 48(2), 377-387. doi:10.5175/JSWE.2012.200900014
Goodman, I., Brady, M., Duffy, M., Scott, J., & Pollard, N. (2008). The effects of “bug-in-ear” supervision on special education teachers’ delivery of learn units. Focus on Autism and Other Developmental Disabilities, 23(4), 207-216. doi: 10.1177/1088357608324713
Hanna, F. (2011). Freedom: Toward an integration of the counseling profession. Counselor Education & Supervision, 50(6), 362-385. doi: 10.1002/j.1556-6978.2011.tb01921.x
Hawkins, P., & Shohet, R. (2012). Supervision in the helping professions. (4th ed.) Maidenhead: Open University Press.
Henderson, P. (2009). Supervision training: Issues and approaches. Volume 2. London: Karnac Books.
Hesse-Biber, S., & Leavy, P. (2011). The practise of qualitative research. (2nd ed.) Thousand Oaks, CA: SAGE.
Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216. doi:10.1016/j.tate.2008.09.001
Hulgin, K. & Drake, B. (2011). Inclusive education and the No child left behind act: resisting entrenchment. International Journal of Inclusive Education, 15(4), 389-404. doi: 10.1080/13603110903030105
Ibrahim, A. (2013). Approaches to supervision of student teachers in one UAE teacher education program. Teaching and Teacher Education, 34, 38-45. doi: 10.1016/j.tate.2013.04.002
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542. doi:10.1016/j.tate.2009.02.010
Krueger, R., & Casey, M. (2009). Focus groups. A practical guide for applied research. (4th ed.) Thousand Oaks, CA: SAGE.
Laarhoven, T., Munk, D., Lynch, K., Bosma, J., & Rouse, J. (2007). A model for preparing special and general education preservice teachers for inclusive education. Journal of Teacher Education, 58(5), 440-455. doi: 10.1177/0022487107306803
Ladany, N., Mori, Y., & Mehr, K. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41(1), 28-47. doi: 10.1177/0011000012442648
Lakkala, S. & Määttä, K. (2011). Towards a theoretical model of inclusive teaching strategies - an action research in an inclusive elementary class. Global Journal of Human Social Science, 11(8), 31-40.
Lakkala, S., Uusiautti, S., & Määttä, K. (2014). How to make the neigbourhood school a school for all? Finnish teachers´ perceptions of educational reform aiming toward inclusion. Journal of Research in Special Educational Needs, iFirst. doi: 10.1111/1471-3802.12055
Lambrechts, F., Grieten, S., Bouwen, R., & Corthouts, F. (2009). Process consultation revisited. Taking a relational practice perspective. Journal of Applied Behavioral Science, 45(19), 39-58. doi: 10.1177/0021886308326563
Luke, M., Ellis, M., & Bernard, J. (2011). School counselor supervisors’ perceptions of the discrimination model of supervision. Counselor Education & Supervision, 50(5), 328-343. doi: 10.1002/j.1556-6978.2011.tb01919.x
Löfmark, A., Morberg, Å., Öhlund, L., & Ilicki, J. (2009). Supervising mentors´ lived esperience on supervision in teach, nursing, and social care education. A participation-oriented phenomenological study. Higher Education, 57(1), 107-123. doi:10.1007/s10734-008-9135-3
Marton, F. (1988). Phenomenography. A research approach to investigating different understandings of reality. In R. Sherman & R. Webb (Eds.), Qualitative research in education. Focus and methods (pp. 141-161). London: Falmer-Press.
McCurdy, K. (2006). Adlerian supervision: A new perspective with a solution focus. Journal of Individual Psychology, 62(2), 141-153.
McGuire, J., Scott, S., & Shaw, S. (2006). Universal design and its applications in educational environments. Remedial and Special Education, 27(3), 166-175. doi: 10.1177/07419325060270030501
McLean, P., & Hudson, F. (2012). Completely revised handbook of coaching: A developmental approach. (2nd ed.) Somerset: Wiley.
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21-30. doi: 10.3200/PSFL.52.2.21-30
Milne, D. (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46(4), 437-447. doi: 10.1348/014466507X197415
Milne, D., & James, I. (2002). The observed impact of training on competence in clinical supervision. British Journal of Clinical Psychology, 41(1), 55-72. doi: 10.1348/014466502163796
Morgan, D. (2008). The focus groups. In L. Given (Ed.), The Sage encyclopedia of qualitative research methods (pp. 353-355). Thousand Oaks, CA: SAGE.
Paliokosta, P., & Blandford, S. (2010). Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 25(4), 179-186. doi: 10.1111/j.1467-9604.2010.01464.x
Pattison, S. (2010). Reaching out: A proactive process to include young people with learning disabilities in counselling in secondary schools in The UK. British Journal of Guidance & Counselling, 38(3), 301-311. doi:10.1080/03069885.2010.491849
Potmesilova, P., Potmesil, M., & Roubalova, M. F. (2013). Supervision as a prevention and support teachers in inclusive education. Electronic Journal for Inclusive Education, 2(11), Art 3, 1-12.
Samuels, C. (2007). ‘Universal design’ concept pushed for education. Education Week, 27(10), 1-12.
Shachar, R., Nasim, R., Leshem, T., Rosenberg, J., Schmidt, A., & Schmuely, V. (2012). Power hierarchy, multiple truth and innovations in narrative supervision. Journal of Systematic Therapies, 31(4), 34-48. doi: 10.1521/jsyt.2012.31.4.34
Shepherd, K., & Hasazi, S. (2009). Leadership for social justice and inclusion. In I. Florian (Ed.), The SAGE Handbook of special education (pp. 476-487). London: SAGE.
Shevlin, M. (2010). Count me in! Ideas for actively engaging students in inclusive classrooms. London: Jessica Kingsley Publishers.
Singal, N. (2008). Working towards inclusion: Reflections from the classroom. Teaching and Teacher Education, 24(6), 1516-1529. doi:10.1016/j.tate.2008.01.008
Spaulding, I., & Flanagan, J. (2012). Dis2ect. A framework for effective inclusive science instruction. Teaching Exceptional Children, 44(6), 6-14.
Stark, M., Frels, R., & Garza, Y. (2011). The use of sand-tray in solution-focused supervision. The Clinical Supervisor, 30(2), 277-290.
Stewart, D., Shamdasani, P., & Rook, D. (2007). Focus groups. Theory and practice. Thousand Oaks, CA: SAGE.
Sundli, L. (2007). Mentoring - A new mantra for education? Teaching and Teacher Education, 23(2), 201-214. doi:10.1016/j.tate.2006.04.016
Symeonidou, S., & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543-550. doi:10.1016/j.tate.2009.02.001
Vaughn, S., Schuman, J. S., & Sinagub, J. (1996). Focus Group interviews in education and psychology. Thousand Oaks, CA: SAGE.
Zepeda, S. (2011). Instructional supervision, coherence and job-embedded learning. In T. Townsend & J. MacBeath (Eds.), International handbook of leadership for learning (pp. 741-756). Dordrecht: Springer Netherlands. doi:10.1007/978-94-007-1350-5_41
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Published
2017-08-22
How to Cite
Alila, S., Määttä, K., & Uusiautti, S. (2017). How does supervision support inclusive teacherhood?. International Electronic Journal of Elementary Education, 8(3), 351–362. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/118
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