THE MEANING OF SUPERVISION IN TEACHER EDUCATION
UNDERSTANDING LIVED EXPERIENCE
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The Meaning of Supervision in Teacher Education: Understanding Lived Experience presents supervisionas an educational phenomenon that is fraught withinconsistencies, conflicts, and gaps on one handbetween supervisors intentions and what actuallytranspires in the process, and the supervisee sperceptions of the outcome. The book offers oneperspective that draws on Dilthey s theory ofunderstanding supervision as an antidote to thetraditional perspective that is prescriptive andfraught with tensions between those engaged in theprocess.It offers insights grounded in hermeneutics-phenomenological tr...
The Meaning of Supervision in Teacher Education:
Understanding Lived Experience presents supervision
as an educational phenomenon that is fraught with
inconsistencies, conflicts, and gaps on one hand
between supervisors intentions and what actually
transpires in the process, and the supervisee s
perceptions of the outcome. The book offers one
perspective that draws on Dilthey s theory of
understanding supervision as an antidote to the
traditional perspective that is prescriptive and
fraught with tensions between those engaged in the
process.
It offers insights grounded in hermeneutics
-phenomenological tradition, thus, a highly relevant
book for educators anywhere who are interested in
researching human/ educational phenomena through
lived experience. The text is organized so that the
reader can read across the chapters to gain insights
in the methodology, or prod additional insights in
the themes and stimulate alternative interpretations
that give meanings to the human/educational phenomena
being studied.
Understanding Lived Experience presents supervision
as an educational phenomenon that is fraught with
inconsistencies, conflicts, and gaps on one hand
between supervisors intentions and what actually
transpires in the process, and the supervisee s
perceptions of the outcome. The book offers one
perspective that draws on Dilthey s theory of
understanding supervision as an antidote to the
traditional perspective that is prescriptive and
fraught with tensions between those engaged in the
process.
It offers insights grounded in hermeneutics
-phenomenological tradition, thus, a highly relevant
book for educators anywhere who are interested in
researching human/ educational phenomena through
lived experience. The text is organized so that the
reader can read across the chapters to gain insights
in the methodology, or prod additional insights in
the themes and stimulate alternative interpretations
that give meanings to the human/educational phenomena
being studied.
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