EVALUATING THE TEACHER SUPERVISION PRACTICES AT PRIMARY SCHOOLS IN TERMS OF CONSTRUCTIVIST LEARNING PARADIGM PRINCIPLES

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dc.authoridDemirtaş, Hasan/0000-0003-4159-8937
dc.authorwosidDemirtaş, Hasan/ABH-6061-2020
dc.contributor.authorYildirim, M. Cevat
dc.contributor.authorDemirtas, Hasan
dc.date.accessioned2024-08-04T20:58:41Z
dc.date.available2024-08-04T20:58:41Z
dc.date.issued2012
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe purpose of study is to evaluate the teacher supervision practices in terms of constructivist learning paradigm principles in the primary schools based on the opinions of the supervisors and the teachers. Both quantitative and qualitative research methods were used in the study. As quantitative method, the scale which was developed by the researcher and as qualitative method the focus group interview and document analysis techniques were used. Parametric and non-parametric analysis techniques were used in the analysis of quantitative data. The sample of the study is consisted of 367 teachers and 42 primary education supervisors so as to collect quantitative data and 12 teachers and 12 primary education supervisors for qualitative data, all of which work in Sanhurfa city central district. Content analysis was applied to the qualitative data. According to supervisors' opinions, the primary education supervisors usually observe five dimensions of teacher supervision in terms of constructivist learning paradigm principles on the supervision of teachers. On the other hand according to teachers' opinions, the primary education supervisors usually observe these dimensions; the activities related to the teacher's administrative tasks, the activities of planning the instruction and organizing the learning environment, the activities of encouraging the learning. However, they sometimes observe these dimensions; the activities of skill development and evaluation, the activities of improving the thinking. The results show that there are some problems in supervision processes, supervisory duties and supervision laws and regulations in teacher supervision.en_US
dc.identifier.endpage507en_US
dc.identifier.issn1300-5340
dc.identifier.issue43en_US
dc.identifier.startpage495en_US
dc.identifier.urihttps://hdl.handle.net/11616/103085
dc.identifier.wosWOS:000308389500043en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isotren_US
dc.publisherHacettepe Univen_US
dc.relation.ispartofHacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPrimary education curriculumen_US
dc.subjectteacher supervisionen_US
dc.subjectconstructivist supervisionen_US
dc.titleEVALUATING THE TEACHER SUPERVISION PRACTICES AT PRIMARY SCHOOLS IN TERMS OF CONSTRUCTIVIST LEARNING PARADIGM PRINCIPLESen_US
dc.typeArticleen_US

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