Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Supervision Models and Supervisory Feedback in English Language Teacher Education: A Meta-Synthesis Study Adopting a Discourse Analytic Perspective
Date
2024-02-01
Author
KOÇ, FATMA ŞEYMA
Savaş, Perihan
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
122
views
0
downloads
Cite This
This meta-synthesis reviewed and synthesized the findings of 53 studies on supervisory post-conferences and feedback with a total of 807 participants published between 2004-2023. The aim of this meta-synthesis was to illustrate the trends in the reviewed studies and synthesize the results of the studies on supervisory discourse and models of supervision in the field of English language teaching. The criteria for eligibility for selection were being empirical, peer-reviewed, and published in English. Articles were scanned through the Web of Science, ERIC, SCOPUS, and Google Scholar till July, 2023. The studies lacking a report of detailed and clear-cut data collection and analysis phases were removed in the appraisal phase to avoid a risk of bias. The results indicated that supervisors implemented directive supervisory styles as well as collaborative approaches exploiting power dynamics such as expert power. The findings also showed that the use of conversational techniques such as mediation, mitigators, and elicitation in supervisory talk play a central role in supervising English language teachers. The results suggested that supervised teachers demonstrated confronting, autonomous, and fluid identities when faced with a directive style of supervision. The limitations of evidence for this study related the search strategy, participants and variations in educational settings.
Subject Keywords
English language teaching
,
mentoring
,
meta-synthesis
,
supervision approaches
,
supervisory feedback
URI
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85184609571&origin=inward
https://hdl.handle.net/11511/108599
Journal
TESL-EJ
DOI
https://doi.org/10.55593/ej.27108a1
Collections
Department of Foreign Language Education, Article
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
F. Ş. KOÇ and P. Savaş, “Supervision Models and Supervisory Feedback in English Language Teacher Education: A Meta-Synthesis Study Adopting a Discourse Analytic Perspective,”
TESL-EJ
, vol. 27, no. 4, pp. 1–29, 2024, Accessed: 00, 2024. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85184609571&origin=inward.